Program Review
Bachelor of Arts in Foreign Languages
College of Liberal Arts
October 2014
MARSHALL UNIVERSITY
2
Program Review
Marshall University
Date: October 15, 2014
Program: Bachelor of Arts in Foreign Languages_________________________
Degree and Title
Date of Last Review: Academic Year 2009 - 2010__________________________________
Recommendation
Marshall University is obligated to recommend continuance or discontinuance of a program and to
provide a brief rationale for the recommendation.
Recommendation
Code (#):
1.
Continuation of the program at the current level of activity; or
2.
Continuation of the program at a reduced level of activity or with corrective action: Corrective action
will apply to programs that have deficiencies that the program itself can address and correct. Progress
report due by November 1 next academic year; or
3.
Continuation of the program with identification of the program for resource development: Resource
development will apply to already viable programs that require additional resources from the
Administration to help achieve their full potential. This designation is considered an investment in a
viable program as opposed to addressing issues of a weak program. Progress report due by
November 1 next academic year; or
4.
Development of a cooperative program with another institution, or sharing of courses, facilities, faculty,
and the like; or
5.
Discontinuation of the program
Rationale for Recommendation: (Deans, please submit the rationale as a separate document. Beyond
the College level, any office that disagrees with the previous recommendation must submit a separate
rationale and append it to this document with appropriate signature.)
_________
_________________________________________________
Recommendation: Signature of person preparing the report:
______________
Date:
_________
_________________________________________________
Recommendation: Signature of Program Chair:
______________
Date:
___1_____
___R.B. Bookwalter_______ _____________
___10/16/2014___
Recommendation: Signature of Academic Dean:
Date:
________
__________________________________________________
Recommendation: Signature of Chair, Academic Planning Committee: (Baccalaureate pgms only)
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Faculty Senate/ Chair, Graduate Council:
______________
Date:
________
_________________________________________________
Recommendation: Signature of the Provost and Senior Vice President for Academic Affairs:
______________
Date:
_______
__________________________________________________
Recommendation: Signature of the President:
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Board of Governors:
______________
Date:
3
College/School Dean’s Recommendation
Deans, please indicate your recommendation and submit the rationale.
Recommendation:
Continuation of the program at the current level of activity.
Rationale:
(If you recommend a program for resource development identify all areas for specific development)
The Department of Modern Languages plays and integral part in the accomplishing the mission of
Marshall University, providing general education courses for the College of Liberal Arts, and educating
majors for significant roles in the global marketplace. Marshall’s mission explicitly focuses on educating
the citizenry to work effectively in a global environment, furthering the artistic and cultural life of the
community, and appreciating diversity. Few areas of study address these elements of our mission more
directly than the study of foreign languages and cultures. In fact, Marshall graduates who develop basic
speaking and writing competency in other languages hold a special place in the job market in the U.S. and
abroad. Apart from the career benefits of foreign language and culture competency, research shows that
studying other languages yields cognitive benefits, significantly increasing students’ creative and critical
thinking skills.
The curriculum of the Modern Languages program has evolved since the last review. The Japanese
language program has grown significantly, adding faculty and expanding resources thanks to substantial
support from Japanese corporate and business interests in West Virginia. Enrollments in the Japanese
program are expected to grow in the coming years due to the recent approval of the College of Education
and Professional Development’s Japanese Education certification. The curriculum has been modified to
include courses focused on culture and taught in English. These courses attract more students from
outside the program, and outside of the College, who need coursework in International or Multicultural
education. Enrollments in the Spanish language program have grown, offsetting small declines in the
number of majors in German, French and Latin. Overall, student enrollments in the general education
courses remain strong, the number of majors are holding steady, and the SCH production significantly
exceeds the cost of instruction.
The assessment system for the program is in the process of revision and refinement. Data gathered over
the period of this review shows that students in the program are successful. The exit GPA of MDL
graduates is quite high – well above 3.0 on average for all graduates of the program. The more specific
assessment results show that students develop significant language and cultural competencies as a result
of their studies.
The Department of Modern Languages offers a unique contribution to the general education curriculum at
Marshall University and the majors within the department provide excellent educational opportunities and
career preparation for graduates of the program. My assessment is that the program is very effective and
should be continued at the present level of support.
__R.B. Bookwalter__________________
Signature of the Dean
____10/16/2014__________
Date
4
Marshall University
Program Review
For purposes of program review, the academic year will begin in summer and end in spring.
Program: Bachelor of Arts in Foreign Languages___________________
College: Liberal Arts____________________________________________
Date of Last Review: Academic Year 2009 - 2010____________________
I.
CONSISTENCY WITH UNIVERSITY MISSION
Provide your program’s mission statement. Explain how your mission supports
the mission of your college and the mission of Marshall University.
The mission statement of the department of Modern Languages is as follows:
“The study of foreign languages emphasizes the development of critical thinking skills—
increased powers of observation, analysis, logical reasoning, memory and
adaptability—that are immediately transferable to other areas of higher education and to
a diversity of careers. In learning to understand, speak, read, and write a foreign
language, a student acquires direct access to another view of the world at a time when
intercultural understanding, both at the national and international levels, has become an
urgent priority.”
The Department of Classics’ mission statement reads as follows: “Classics is the
area of scholarly study which investigates the Greek and Roman past in order to
understand ourselves in relation to the past. This academic area includes the
archaeologies, histories, literatures, languages, and cultures of ancient Greece and
Rome from their Neolithic origins until the end of the Fifth Century CE. Degrees in
Classics and Latin offer the same variety of career opportunities as other Liberal Arts
degrees. In general, they provide a broad base of knowledge and intellectual skills that
enable individuals to be flexible and versatile in a constantly changing job environment.
In particular these degrees provide: a) a solid base for professional training in law and
medicine; b) preparation for professions connected with Classical Archaeology; c) a
basis for working in various government positions where there is a long tradition of
hiring people with a classical background; and d) preparation for occupations connected
with education, which includes teaching in public and private schools as well as at the
college and university level.”
Our mission statements support the mission of the College of Liberal Arts in the
following way: The Departments of Modern Languages and Classics are housed in the
College of Liberal Arts, the first part of whose mission statement is quoted here: “The
College of Liberal Arts is committed to excellence in higher education. We have the
responsibility to preserve, transmit, interpret, and create knowledge in an environment
5
of free inquiry and expression. We will provide instruction that forms the core of the
undergraduate curriculum for all Marshall University students so they may think critically
and imaginatively, communicate effectively, and understand various dimensions of
human experience.” Every part of this statement resonates with our own: “The study of
foreign languages emphasizes the development of critical thinking skills—increased
powers of observation, analysis, logical reasoning, memory and adaptability—that are
immediately transferable to other areas of higher education and to a diversity of careers.
In learning to understand, speak, read, and write a foreign language, a student acquires
direct access to another view of the world at a time when intercultural understanding,
both at the national and international levels, has become an urgent priority.” As you can
see, the intersections between our mission statement and that of our college are strong
and both map back to the university mission statement. We end where we began: a
university cannot be a university without foreign language instruction.
Our mission statement supports the mission of Marshall University in the
following ways:
A. The first statement of the mission of Marshall University is:
“Marshall University will provide affordable, high quality undergraduate and graduate
education appropriate for the state and region.”
Language learning plays a key role in quality education, and the value of learning
a foreign language cannot be disputed. Not only does language learning allow students
to acquire a great body of knowledge through cumulative learning in much the same
way that others disciplines, e.g. science and math, do, but the skills acquired through
learning a language generalize to other disciplines and areas. These skills “include the
ability to solve problems and think creatively, to communicate effectively and confidently
in writing and in person, and to act with versatility and flexibility.” (MLA Brochure,
Language Study in the Age of Globalization.) The study of language also allows a
student to assess and analyze his/her own culture and language through learning about
another. The best way to gain access to another culture is through its language. The
following websites give an overview of all of the benefits to be derived from learning a
language, including the competitive edge that language study gives students for the job
market
and
for admission
to
graduate
and
professional
school:
http://www.actfl.org/advocacy/discover-languages/what-the-research-shows;
http://vimeo.com/77166262. Furthermore, language learning enhances and sustains
cognitive development, as evidenced by this article:
http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreignlanguage-Benefits-of-bilingualism.html. Many more articles and websites could be
produced to demonstrate the benefits of learning a language and its place in university
instruction.
The seventh statement of the mission of Marshall University is: “Marshall will
educate a citizenry capable of living and working effectively in a global environment.”
Concomitant with this seventh statement is the third statement under Marshall
University faculty, which reads: “Marshall University faculty will help students develop
the ability to navigate through a rapidly changing society.”
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With the advent of such technological advances as the internet, we live in a culture
that changes nearly daily and that engages all other societies on the planet. But even if
we stay on the local level, we find that in West Virginia, the Hispanic population has
risen by over 9,000, from 12,279 in 2000 to 22,268 in 2010, and, more significantly, the
number of Hispanic-owned and Asian-owned firms in West Virginia has risen from 0.6 to
6.8% (Hispanic) and from 1.1 to 4.8% (Asian) between 2005 and the present. If
students expect to survive after college, they must approach their lives and their careers
with an openness to understanding cultures that are different from their own. It is to this
end that Marshall requires multicultural and international courses: we want to broaden
student experiences so that they are looking beyond their own boundaries to see what
other experiences are open for them. In a huge sense, this is what their entire university
education should be doing for them. In a smaller sense, there is no more direct
preparation for embarking on a career in our complex and increasingly diverse world
than experiencing another culture through language. It is for this reason that we strongly
encourage study abroad for all of our students, not just our language majors, because
living in another culture cannot fail to transform their perspective about every aspect of
life. Language learning can have a similar, although less intense, effect, since
something as fundamental as the structure of language says something about the
culture that created it. In sum, then, language learning is specific to at least three parts
of Marshall’s mission statement. We are also supporting Marshall’s mission by
diversifying our language programs through minors taught in English, through our heavy
contribution to the multicultural and international courses at Marshall, and through
having one instructor teach FYS.
II.
Adequacy of the Program
1. Curriculum: Curriculum: A major in a modern foreign language consists of ten
courses, typically thirty semester hours, in the same language. Courses taken at
Marshall are three credit hours each. Courses that transfer from study abroad
may transfer as four credit hours, but each of these courses is to be considered
equivalent to one three-hour Marshall course. Courses numbered 101 do not
count toward the major. The German and French majors include seven courses,
typically twenty-one hours, in courses numbered above 204, and must include
three courses, typically nine hours, of 400-level courses. The Japanese major
also must include twenty-one hours numbered about 204. JPN 305, 315, 401 and
490 and one other 400-level course are required. The Spanish major also must
have twenty-one hours above 204 and must include a course in composition, a
course in conversation, a course in culture, and three courses, typically nine
hours, of 400-level courses. In French, German and Japanese, two 3-hour
courses taught in English will be allowed to count toward the completion of the
major. In Spanish, one three-hour course taught in English will be allowed to
count toward the completion of the major. Appendix one provides the list of
required and elective courses for these majors.
7
A teaching specialization in one of the modern foreign languages consists of
thirty-three hours. Courses numbered 101 count toward this major, and students
must take courses in composition, conversation and culture. During part of the
reporting period, students also took SPN or FRN 407, teaching methods. The
College of Education took over the teaching of this course last year with mixed
results.
The major in Latin comprises 30 hours of Latin, 18 of which must be taken above
204. The student must also complete an upper division Roman Culture class,
such as Roman Civilization or Roman Law. These courses are taught in English.
2. Faculty: At present there are two full time faculty members in the French
program, one full time and one term faculty in the German program, two full time
and one term faculty in the Japanese program, and six full time and one term
faculty in the Spanish program. All full time tenured and tenure-track faculty hold
PhDs, and all are actively engaged teachers and scholars. Currently (AY 20132014) there are no part time faculty members or graduate students employed by
the department. We did have a graduate student in Japanese during AY 2010-11
and 2011-12, and a part time faculty member in Japanese in spring, 2011, but
with the hiring of a second full time permanent faculty member in Fall, 2012,
these positions were no longer necessary. There are three full-time, tenured
faculty members in Classics who share teaching Greek and Latin. All have
PhDs, are active scholars, and have won teaching awards. We have also had a
contingent faculty member teach Beginning Latin, but this is not the rule. Faculty
data sheets are included in appendix II.
3. Students:
a. Entrance Standards: Describe the admission standards and procedures
employed for making the admission decision. (GPA, ACT, other tests).
Students are admitted to the university upon presentation of evidence of
having completed a program in an accredited high school with an overall GPA
of 2.00 or composite scores of 19 (ACT) or 910 (SAT). Admission is also
granted to those who meet General Education Development (GED)
requirements. Entrance requirements for the various programs in MDL and
CL are the same. Students who have studied two or three years of a foreign
language in high school are encouraged to take a placement test to
determine their best level of language at Marshall.
b. Entrance and Exit Abilities of past five years of graduates:
Appendix III shows that our last five years of graduates entered the program
with high school GPAs that ranged from yearly means of 3.3 to 3.77 and
yearly mean ACT scores from 23.07 to 26.36. Appendix IV shows that these
8
graduates also compiled respectable GPAs during their undergraduate
program, with yearly means ranging from 3.33 to 3.49.
4. Resources:
a. Financial: Provide information related to financial support of the program,
including what portion of the unit’s resources was devoted to this program.
Include state-appropriated funds, grants, contracts, supplemental state
funds or student fees. If this program were terminated as a major, what
resource changes would occur, e.g., reduced faculty, staff, space, courses
taught, etc. If this program were reduced or terminated, what changes
would occur and how would it affect the university?
The primary source of funding for these languages programs is state
money allocated to the Departments of Modern Languages and Classics
to defray the cost of salaries, benefits, operating expenses, and
equipment. The operating budgets of both departments are used for costs
associated with the instruction of students completing majors, minors
and/or the language requirement for various colleges. A small portion of
these budgets is used for office supplies and faculty travel. Additionally,
the Department of Classics has some income from e-courses, which is
used for faculty travel, development, technology, and honoraria for guest
speakers; and in the past the Department of Modern Languages has
received a portion of their summer school profit, which is used for studentcentered activities-- film festivals, receptions and the like--and for faculty
travel. The average annual operating budget for the Department of
Modern Languages for the past five years has been $11,700. This budget
has not changed over the past ten years even though the cost of supplies
and operating expenses has increased, and the department is now
responsible for expenses, e.g. phone and internet, that were previously
paid by the college. This budget must cover the cost of supplies, service
contracts, equipment, postage, internet connections, faculty travel and
copying. Funding for work study students has been provided by Marshall’s
office of financial aid. Funding for the language laboratory, the multimedia
room and some of the equipment in our wired classrooms is provided by
an extra fee ($30.00/semester) assessed for all language students. These
funds are administered by Marshall University Computing Services.
Faculty computers are financed by the Office of Academic Affairs and by
the College of Liberal Arts. Travels funds for faculty are supplemented by
research travel grants from the INCO fund, the Quinlan Fund and by the
College of Liberal Arts, the Graduate College, and the Office of Academic
Affairs.
In the past five years we have received significant grants from outside
agencies. From August, 2011 until July, 2013, we received funding from
The Japan Foundation Center for Global Partnership and the Laurasian
9
Institution to employ a Japanese Outreach coordinator, and we received
an additional grant of $30,000 from Toyota Corporation to fund her living
expenses and other outreach efforts. Beginning in October, 2012 and
pledged until 2017, we are receiving a grant of $1,000 per year from
Nippon Tungsten Corporation in Barboursville to provide library resources
for students. This past year (AY 2013-2014) we received $100,000 with a
pledge of an additional $150,000 from a private individual to fund library
resources for all programs, as well as study abroad for students.
Additionally, we have scholarships for students in various programs: The
Agnes Porter Beaudry Scholarship and the Sandra Soto Hatfield
Scholarship for students of French, and the Harold T. Murphy Scholarship
for students of Spanish, the Maier Latin Scholarship and the Hoy Award
for Latin students. Along with the English Department, the Classics
Department administers the Maier Latin Cup and Translation Awards, two
competitions for WV high school students funded by the Maier
Foundation.
Because our programs fulfill general education requirements both in the
university core and for various colleges, termination of the majors would
not result in a substantial reduction of staff, space, or courses taught. The
College of Liberal Arts requires students to complete twelve hours of a
language, and the International Studies program requires an additional six
hours. Yeager scholars are also required to take eighteen hours of a
language. The Division of Journalism in the College of Arts and Mass
Communication requires between six and twelve hours of language, and
the College of Business requires nine hours for those students in
international business. Language can be used to fulfill the Humanities
requirement in the Department of Communication Disorders. Additionally,
we have a joint degree in language and business in the College of
Business. We provide the content area for Spanish Education and French
Education programs housed in the College of Education, and we have just
had a Japanese Education program approved on the local and state level.
In addition to language requirements noted above, we teach courses in
English that fulfill the humanities and literature requirements for the
university core and several colleges, the writing-intensive requirement, the
multicultural and international requirements, and the 300- and 400-level
requirement for the College of Liberal Arts. These courses would continue
because of student desire and the need for greater global awareness. The
cancellation of all language classes would result in immeasurable harm for
the university and its students. Specific colleges (e.g. the College of
Liberal Arts and the College of Business) would lose any opportunity to
prepare its students for a future with any national or multinational business
or occupation. Furthermore, the loss of these programs would severely
curtail Marshall’s standing in the state whose foreign-owned businesses
are growing at an exponential rate, and the nation, one of whose policies
is to promote greater awareness of foreign cultures and language. Given
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that Marshall University is currently committed to increasing the number of
foreign students on our campus, it only makes sense that we should be
preparing our students to participate in educational and vocational
activities in other countries. Finally, the cancellation of these programs
would result in a significant loss of income for Marshall University. In fall,
2013 we supported 6,066 SCHs with a total revenue of $1,889,246. That
amount balanced against our expenses of $1,010,534 resulted in an
estimated profit of $ 878,712.
b. Facilities: Describe facilities available for the program including
classrooms, laboratories, computer facilities, library facilities, or equipment
needed for program delivery.
MDL currently has the use of four classrooms, a multimedia room and a 25
station CALL Laboratory, one small mail/copy/storage room, 11 faculty offices
and one administrative office. The department needs at least two additional
classrooms to facilitate the scheduling of Japanese classes, a program that
currently has no assigned classrooms. CL has a seminar room on the fourth
floor of Smith Hall and shares classrooms with Philosophy and Religious
Studies. Each faculty member has an office and we share the mailroom and
secretary with Philosophy and Religious Studies.
5. Assessment Information: NOTE: This section is a summary of your yearly
assessment reports.
a. No narrative is needed her, but please provide your assessment summary
for the period of the review in Appendix V. Also, include rubrics for each
program learning outcome.
b. Other Learning and Service Activities: Provide a summary of learning
and service activities not covered explicitly in Appendix V.
c. Plans for Program Improvement: Based on assessment data, provide a
detailed plan for program improvement. The plan must include a
timeline.
In general, we are pleased with our assessment results, although we would like
them to be more detailed with the inclusion of results for the 204 level. In order to
do that, however, we would be assessing non majors, and thus far the
assessment committee has maintained that we assess majors only. That said,
we do contend that students who are dedicated to the task can achieve a
measure of fluency at the end of 204 and all majors can achieve fluency at the
end of the major.
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As far as program improvement goes, we are looking at two areas. In the lowerlevel of our languages, we would like to cap courses at twenty, so as to give
teachers and students alike more contact and more intensive teaching and
learning. In order to achieve this goal, we would need another professor in
French, Spanish and German. Since an increase in faculty is not likely to
happen, and since our enrollments in these programs on the lower-level continue
to thrive despite a reduction in the potential pool of more than 25%, we cannot
provide a timeline for this improvement to occur.
In the area of the capstone, we are planning a course dedicated to the Spanish
capstone. Japanese has introduced such a course with great success, but
students in our three other programs do not take a capstone course per se.
Instead, they do an extensive capstone project in connection with a 400-level
course and they receive no extra credit for this capstone. The Spanish program
is big enough to create a designated capstone and we plan to put that course
into effect during the 2015-2016 academic year.
d. Graduate Satisfaction: Provide evidence and results of follow-up studies
to indicate satisfaction with the effectiveness of the educational
experience students received in your program. Indicate the number of
individuals surveyed or contacted and the number of respondents.
Each graduate has the opportunity to fill out a Graduate Survey that concerns
his/her entire experience at Marshall. Two questions specific to our programs
concern effectiveness of faculty advising and faculty advising and effectiveness
of program courses. We do not have 100% participation of graduates, but the
following chart indicates how our programs have fared. Please note that in this
survey the number 1 indicates “strongly agree” and the number 5 indicates
“strongly disagree,” so smaller means are more positive than larger means.
Program
Year
Number of
Graduates
Number of
Mean score
Respondents for Faculty
advising
2.67
2.00
2.00
Mean score
for
effectiveness
of courses
2.00
2.00
1.00
FRN
FRN
FRN
GER
GER
GER
JPN
JPN
JPN
JPN
SPN
SPN
2010
2011
2012
2010
2011
2013
2010
2011
2012
2012-2013
2010
2011
5
7
4
2
1
1
6
11
12
9
9
8
3
2
1
0
0
0
3
3
4
3
2
2
2.00
3.00
2.25
2.33
1.50
3.00
1.67
1.67
3.00
2.67
1.50
2.00
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SPN
SPN
2012-2013
2013-2014
15
7
3
3
1.67
3.33
3.00
4.67
This data is not very significant, since in most instances fewer than half of the
graduates of these programs submitted a survey. But if we consider that in
general dissatisfied customers tend to complain more than satisfied customers
tend to praise, these results are tending to show that, for the most part,
graduates of our programs view their experiences in our programs in a positive
light.
e. The previous five years of assessment report evaluations for the BA in
Modern Languages and in Latin are provided in Appendix IX.
6. Previous Reviews: At its meeting on April 22, 2010, the Marshall University
Board of Governors recommended that the BA in Foreign Languages continue at
its current level of activity.
7. Identify weaknesses and deficiencies noted in the last program review and
provide information regarding the status of improvements implemented or
accomplished.
In its last program review, completed in academic year 2009 – 2010, the BA in
Foreign Languages identified the following. These are transcribed verbatim from
that report.
“In Modern Languages the weaknesses are: class sizes are often too large for
the proper implementation of the communicative approach to foreign language
instruction. The French, German and Spanish programs need another full-time
position. There is a need for a full time position in Japanese since the program
has grown steadily and has been expanded and completely developed to include
upper level (300 and 400 level courses) language, culture, and literature courses
enabling students to minor and major in this language. More classrooms need to
be wired in order to enable a greater number of power point presentations,
foreign film screenings, culture courses, etc. Salaries continue to lag significantly
behind national averages, and recruiting and retaining new faculty is difficult, time
consuming and frustrating, and affects faculty morale and motivation. This state
of affairs works directly against stability in the department and requires the
maintenance of permanent search committees with all their attendant and time
consuming tasks. Another constant complaint from members of the faculty is that
there are insufficient funds in the departmental budget for travel to professional
meetings or for maintaining equipment. Present office and classroom space is
better than it was five years ago, but it is still inadequate. Finding places for
instructors, adjunct faculty and graduate teaching assistants to work comfortably
is impossible, and the scheduling of courses has become a complicated project.
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In Classics, the biggest weakness is the abysmal salary picture for faculty at
Marshall, and the lack of resources to support faculty endeavors for promotion
and tenure. Recently our college has experienced a disgraceful salary inversion
situation, which has resulted in partial raises for faculty in certain departments,
but which has left our faculty behind. These inequities must be addressed if we
are to retain excellently qualified faculty. Additionally, resources for travel are
very limited and granted on a competitive basis. Our department cannot come up
with a plan to improve this situation. We can only expect that the administration
will take steps to protect its most valuable resource.”
Since the last program review, the strengths and weaknesses listed above have
been addressed in the following way:
1) The class sizes continue to be too large for the proper delivery of language.
Especially on the lower levels (101 and 102), classes continue to enroll at 30
or above, when the optimal enrollment should be 20.
2) We have hired an assistant professor in Japanese, bringing the total number
of full time faculty in that program to three (two ranked and one term faculty).
3) Marshall has continued to expand the number of teci classrooms.
4) Salaries continue to be poor—no raises in the past five years—but this year
Marshall has established a plan to raise salaries and address the distance
from peer institutions issue.
5) We have been able to supplement travel money with profits from our summer
school courses, but there are two issues. First, even at our high point
($800/year) what we give faculty does not cover the cost of one conference.
Faculty are still paying for attendance at conferences out of pocket. Second,
even though our courses were profitable in summer, 2013, we did not receive
the profits due to factors beyond our control. Consequently, we had to cut
faculty travel to $500. This issue continues to be problematic for us.
6) We still need to have two classrooms assigned to us for the JPN program.
We are hoping that more room in Smith Hall will open up now that the Art
Department has moved downtown.
8. Current Strengths/Weaknesses: Identify the strengths and weaknesses of the
program. Describe program plans for removing the weaknesses.
Our biggest strength is a faculty dedicated to the teaching of language, literature
and culture, who do their jobs despite a heavy course schedule and pay that falls
far below that of their peers. They also engage in research and university
service. In the past five years we have hired two new assistant professors who
contribute greatly to the diversity of the department. Our second greatest
strength consists of our majors, who continue to impress with their devotion to
language-learning, their enthusiasm and their ambition. Language learning is not
for the faint of heart, and our students go beyond the norm in their commitment to
their studies. Our third strength lies in the resources Marshall provides its
students, especially in the area of technical support, and in its study abroad
14
programs. We have a language lab, which some of our teachers use heavily,
and there are computer labs all over campus. Study abroad is huge and growing.
We have our own articulated agreements with universities in Spain and Japan,
and students have two programs (ISEP and KIIS) that provide dozens of viable
and valuable study abroad programs. Finally, we have some solid financial
support from external agencies. In the past five years we have had grants from
the Japanese Outreach Foundation, Toyota Corporation and Nippon Tungsten,
Inc.; we have long had scholarship support from the Soto-Hatfield Scholarship,
and the Beaudry scholarship; and just this past year we received $100,000 with a
pledge of $150,000 more from a private individual whose in-laws met at Marshall
in the 20s and whose father-in-law studied French at Marshall.
Our weaknesses continue to be our course load, our salaries, and our lack of
classrooms for the Japanese program, and lack of support for faculty travel and
research. It is our expectation that some of these issues will be addressed in the
next few years.
III.
Viability of the Program: Provide a narrative summary in each of the following
sections in addition to the appendices.
1. Articulation Agreements: Describe program specific articulation agreements
with other institutions for delivery of this program.
We do not have articulated agreements with other institutions for delivery of this
program. We do have articulated agreements with foreign universities for the
transfer of their credit to Marshall.
2. Off-Campus Classes: Describe/Summarize off-campus (other than the
Huntington, or South Charleston campuses) courses offered.
We have offered SPN 101 and 102 at our Point Pleasant and Teays Valley
locations. Currently we are offering these courses only in Point Pleasant because
we cannot find a qualified teacher for Teays Valley.
Additionally, we have a summer program at the University of Nebrija in Madrid,
Spain, which offers a full complement of Spanish courses.
3. Online Courses: Describe/Summarize online courses offered.
We have just begun to offer SPN 240 online. We do not offer any Latin or Greek
courses online, but we do offer a whole minor’s worth of CL courses online.
4. Service Courses: Describe/Summarize departmental courses that are required
for students in other majors and support programs outside the major.
15
Any of our courses numbered 101-204 can be used to fulfill the language
requirement for the College of Liberal Arts and for other programs that require a
language. Our non-language courses on the 200-level can be used to fulfill the
humanities core II requirement and the Literature and/or Humanities requirement
for the College of Liberal Arts. Our 300- and 400-level non-language courses can
be used to fulfill the Literature or Humanities requirements in the College of
Liberal Arts. Additionally, many of these courses have multicultural or
international designations, and/or are Writing-intensive, and one (SPN 408) is a
Woman’s Studies course. Finally, we offer many film classes taught in English,
which will benefit the new Film studies Minor being developed at Marshall. The
number of students enrolled in our lower-level courses dropped in 2010 after the
College of Science its language requirement and again in 2013 after the
Department of Criminal Justice moved from the College of Liberal Arts to the
College of Science. The programs hardest hit were French and Spanish.
However, in fall 2013 and again in fall, 2014, we have seen an uptick in totals
SCHs for these programs, which suggests that students are taking lower-level
language courses even if they are not required to do so by their programs.
To test this hypothesis, we did an informal survey of students who were enrolled
in courses numbered 101 for fall, 2013. The chart below shows the number of
non-Liberal Arts majors against the total number of students in each class by the
end of the semester:
SPN 101, 101
14/24
SPN 101, 102
13/28
SPN 101, 103
19/29
SPN 101, 104
15/24
SPN 101, 105
20/29
FRN 101, 101
13/23
FRN 101, 102
13/26
GER 101, 101
9/16
GER 101, 102
5/15
JPN 101, 101
9/12
JPN 101, 102
13/22
16
With two exceptions, 50% or more of the students in these classes are nonLiberal Arts majors, and these numbers suggest, therefore, that students
understand the value of learning a language as part of their undergraduate
education, whether or not language is required by their particular program. This
finding indicates that we are fulfilling a crucial function within the university,
providing courses which are not only required but are also beneficial and desired
by the heart of the university—the students.
We would expect that students, who are planning a career in a service
profession, would want some Spanish experience, since Spanish is virtually the
second language in the northeast, southeast and southwest sections of this
country. What is surprising is the number of students who are taking German,
French and Japanese. It is also noteworthy that most of non-Liberal Arts students
in Japanese are from the College of Business.
5. Program Course Enrollment: Describe/Summarize program area courses
taken by students who are majors and include enrollment by semester for the
past 5 years. Specific course enrollments will be provided to you in
Appendix VI.
Majors and minors in our programs usually identify themselves after they have
completed the lower-level language sequence, and what we see from looking at
enrollments in upper-level courses is that they have remained largely the same
during the five-year period. The larger programs, Spanish and Japanese offer
between three and five upper-level courses per semester. The Japanese courses
are not as well populated as the Spanish courses because we send between 5
and 10 students per year to Japan for study abroad. The courses they take in
Japan compete with our courses, but we are obliged to offer a full complement of
Japanese courses to accommodate the students who are on campus. Spanish
courses are better populated because most Spanish study abroad happens in
the summer. To accommodate College of Education students who have fewer
semesters in which to complete their upper-level courses due to student
teaching, we schedule several upper-level courses and try to stagger them so
that there are no time conflicts.
6. Program Enrollment: Summarize data indicating the number of principal majors
enrolled in your program, number of second majors, the number of students
enrolled as majors from other colleges (i.e., College of Education specialization
majors), the number of minors, and the number of graduates for the program for
each of the past five years. (Appendix VII and Figure 1, which support this
section, will be provided).
17
The number of majors in our program has by and large remained the same with
minor fluctuations, e.g. Japanese dropped from a high of 56 to a low of 34 but
now has 45 majors; and French had several students graduate during AY 20122013 and the candidate pool has not yet caught up. Combined students from the
College of education and the College of Liberal Arts has remained steady for the
Spanish program, although a trend lately has been for students to leave the
former for the latter. And the German program remains small but steady.
7. The trend line for program enrollment and graduation numbers is provided in
Figure 1, which follows Appendix VII.
8. Enrollment Projections: Identify trends that will influence enrollment over the
next five years. Provide enrollment projections. This information should be
supported by evidence.
The primary emerging factor that will affect the development of our discipline is
the increasing awareness of the need to educate a work force that has an
understanding and awareness of the global nature of our planet. Our students
need to have the skills and abilities to work in the state of West Virginia and
beyond, and West Virginia needs a work force that can accommodate its own
efforts to attract outside and foreign-owned businesses to the state. As just one
indicator of the trending need for language the Bureau of Labor Statistics predicts
that the need for translators and interpreters will increase by 33% from 2012 to
2022; we can only assume that this percentage will continue to rise. On a local
level, the number of Spanish and Japanese-owned business in West Virginia has
increased exponentially over the past few years, as outline in section 1.A.
Marshall University is at the forefront of attracting foreign students to our
campus, and this diversification of our student body lends itself to a greater
interest on the part of our students in other cultures. Furthermore, Marshall
continues to emphasize the multicultural and international requirements in its
courses, and this emphasis both complements and contributes to our efforts in
our programs.
It is our expectation that our enrollment will stay the same or will increase over
the next five years. We base this conclusion in part on the fact that our
enrollments have not declined proportionate to the numbers of potential students
we have lost since 2010, and in part on the continued interest of students in
language despite language not only not being required by their programs, but
also, in some instances, being actively discouraged by their programs. We can
only conclude that students are wiser and more persistent in their pursuit of
courses that will benefit them in the future.
Specifically, we are building our programs in the following way:
1. Using existing faculty, we are continuing to diversify our programs by developing
minors that consist of culture and literature courses taught in English. Not only
18
will these minors give students an introduction to our cultures, but they will also
serve to attract students into the major. (This model has worked in the
Department of Classics.) Constantly responding to student demands, we have
also developed courses that target specific student populations, e.g. Spanish for
Health Profession, Business Spanish and Business Japanese. We are
introducing a Japanese Education major, which has been approved on the local
and state levels, to meet the specific curricular needs of secondary schools in
West Virginia. We are continuing to encourage study abroad and we are aided in
these efforts by a benefactor who has pledged $250,000 to support student study
abroad and library holdings. We currently are using existing faculty extremely
efficiently, addressing sustained student demand when possible, and meeting the
needs of students at Marshall University. It is assumed, that should further
demand for language grow, we will be able to meet that demand at first through
the use of contingent faculty and then through the hiring of ranked faculty. We
are experiencing no waste in our programs currently, and this ethos will continue.
Very specifically, we would like to build our programs in the following way:
2. We would like to expand our department and program by offering Chinese.
Demand for Chinese and Arabic language instruction is increasing, and we have
previously attempted to offer these languages using part time teachers in the
Fulbright program with inconsistent and even disastrous results. The only way to
establish a quality new language program firmly and thoroughly at Marshall is by
the hiring of an assistant or associate professor of a proposed language. A
ranked faculty member will give consistency to such a program. We will need
classroom space, office space and appropriate library and classroom materials.
IV.
Necessity of the Program: Provide a narrative summary for each of the
following items in addition to requested appendices.
1. Advisory Committee: Identify whether the program has an Advisory Committee,
and, if so, briefly indicate the role and impact of the Committee.
Our programs do not have an advisory committee.
2. Graduates: Provide information on graduates in terms of places of employment,
starting salary ranges (where appropriate and known), number employed in field
of specialization, and/or acceptance into baccalaureate or graduate programs.
(NOTE: Do not identify students by name.) Include this information in Appendix
VIII.
We have information about half of our graduates in the past five years and of the
sixty who responded, forty-seven are using their degree in one form or another.
Of particular note is the high number of graduate who are going on to graduate or
professional school. The latter includes law school and medical school. Equally
19
important, however, are those graduates who have found employment in their
own or related fields. The obvious profession for language majors is teaching,
and we have several who do just that, most of them in West Virginia. But we also
have graduates working for travel agencies, in which they utilize their language.
Another is working as an air host, and again he finds his knowledge of Spanish
useful in the job. We have a graduate who is a working actor and uses Spanish
both to navigate New York City and to find work. All of this is to say that our
graduates are either using their language skills directly in their employment or in
graduate school, or they are using the skills derived from language-learning in
areas not directly related to language. In all instances our graduates are
upholding the tenets of our mission statement.
3. Job Placement: If the job placement rate reported above is low, can a course of
action be identified that would improve this situation? Provide a summary of
procedures utilized by the institution to help place program graduates in jobs or
additional educational programs. Include activities supported by both the
student’s academic department as well as the institution’s placement office. This
summary should include the institution’s procedures and program organization
for continuing contact and follow-up with graduates.
Our job placement rate is not low but I will supply some ways that we help our
students. First, we make available to them job announcements in teaching and
related fields. We are on mailing lists that collect these announcements, but often
people looking for language majors contact the department and we forward their
emails to majors. We also advise majors on possible fields of employment and/or
graduate school and we write letters of recommendation for them. Many of our
Japanese majors work for two years in the JET program and we work to prepare
them academically for the test that admits them to the program. We follow up
with our graduates by sending them an email every year that asks them about
their current employment and/or graduate education. Very often, we are able to
offer advice.
We are not familiar the work of the institution’s placement office, nor do we know
how or whether the institution stays in contact with graduates. The information
about our graduates provided here and in appendix 8 comes through email
contact with our graduates.
V.
RESOURCE DEVELOPMENT (If applicable)
Please prepare the following materials: 1) Program vision and mission
statements with a strategic plan to achieve the program’s vision and mission, and
2) a specification of the resources needed to accomplish the program’s vision,
with an evidence-based rationale as why these resources are needed and how
they will help the program to accomplish its vision. The mission and vision
statements, strategic plan, and needed resources with evidence-based rationale
20
must be included in the program review when submitted. Additionally, the chair
and dean must make an additional presentation to either the Academic Planning
Committee or to the Graduate Council before final votes are taken.
21
Appendix I
Required/Elective Course Work in the Program
Degree Program: French
Person responsible for the report: Caroline A. Perkins
Courses Required in Major (By
Course Number and Title)
Total
Required
Hours
Elective Credit Required by the
Major (By Course Number and
Title)
Elective
Hours
Related Fields Courses
Required
Total
Related
Hours
22
FRN 102 Introductory French or
FRN 112 Basic French
FRN 203 Intermediate French
FRN 204 Intermediate French
9
Twenty-one hours from courses
listed below; one course can be
taught in English; three courses
must be 400-level.
21
FRN 240 FRN Soc. And Life
(taught in English)
FRN 304 FRN Masterpieces in
translation (taught in English)
FRN 305/6 Int. to Comp. and
Conv.
FRN 315/316 Adv. Gram. And
Comp.
FRN 317/318 Survey FRN Lit.
(taught in English)
FRN 323/324 Adv. Gram. & Or.
Com.
FRN 401 17th C. FRN Theatre
FRN 402 (18th C. FRN Lit.)
FRN 403 (19th C FRN Novel)
FRN 404 (20th C. FRN Novel)
Appendix I
Required/Elective Course Work in the Program
23
Degree Program: B.A. German
Courses Required in Major (By
Course Number and Title)
GER 102 Elementary German
GER 203 Intermediate German
GER 204 Intermediate German
Person responsible for the report: Caroline A. Perkins
Total
Elective Credit Required by the
Required Major (By Course Number and
Hours
Title)
9
Twenty-one hours from the
courses listed below. Two courses
can be taught in English. Three
courses must be 400-level.
Elective
Hours
Related Fields Courses
Required
Total
Related
Hours
Related Fields Courses
Required
Total
Related
Hours
21
GER 240 Soc. And Life
GER 301 Drama of the 19th & 20th
Centuries
GER 302 Prose of the 19th and
20th Centuries
GER 315/316 Advanced Grammar
and Composition
GER 405/406 GER Civilization
and Culture
GER 417/418 Survey of German
Literature
GER 419/420 German Lit. of
Classical Age.
Degree Program: B.A. Japanese
Courses Required in Major (By
Course Number and Title)
Person responsible for the report: Caroline A. Perkins
Total
Required
Hours
Elective Credit Required by the
Major (By Course Number and
Title)
Elective
Hours
24
JPN 102 Introductory Japanese II
JPN 203 Intermediate Japanese I
JPN 204 Intermediate Japanese II
JPN 490 Capstone
9
Eighteen hours from the courses
below. Two can be courses taught
in English. Two must be 400-level.
JPN 240 JPN Society and Culture
(taught in English)
JPN 245 JPN Manga and Anime
(taught in English)
JPN 250 JPN Literature in
translation (taught in English)
JPN 304 JPN Lit. In Trans. (taught
in English)
JPN 305 Advanced JPN I
JPN 307 JPN Conversation
JPN 315 Advanced JPN II
JPN 325 Business JPN
JPN 335 JPN Society and Culture
JPN 401 Readings in Advanced
JPN I
JPN 402 Readings in Advanced
JPN II
JPN 403 Japanese Film in English
(taught in English)
18
25
Appendix I
Required/Elective Course
Work in the Program
Degree Program: B.A. Spanish
P
e
r
s
o
n
r
e
s
p
o
n
s
i
b
l
e
f
o
r
t
h
e
r
e
p
o
r
t
26
ses Required in Major (By
urse Number and Title)
Total
Elective Credit Required by the
Required Major (By Course Number and
Hours
Title)
12
Fifteen hours of the LAT courses
below, Three hours of the CL
courses below. Three hours must
be LAT 499: Latin Capstone
Experience.
Elective
Hours
Related Fields Courses
Required
18
LAT 250 Conversational Latin
303 Caesar’s Commentaries
308 Catullus.
311 Readings in Ovid.
315 Sallust and Nepos.
401 Cicero: Speeches.
403 Roman Comedy.
404 Roman Elegy: Propertius and
Tibullus
405 Readings in Vergil.
406 Horace: Odes, Epodes,
Epistles.
407 Livy’s History of Rome .
408 Roman Epistolary Literature:
Cicero and Pliny.
409 Roman Satire: Horace,
Martial, Juvenal.
410 Tacitus (selections from):
Annals, Agricola.
480-483 Special Topics in Latin
485-488 Independent Study.
495H-496H Honors in Latin.
499 Latin Capstone Experience. I,
II. 3 hrs.
CL 436 Roman Civilization
CL 472 Rhetoric of Seduction
CL 475 Roman Law
CL 4XX Body, Sex and Violence in
Ancient Rome
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: ___Natsuki Fukunaga Anderson________________ Rank: Associate Professor____________
27
Status (Check one): Full-time__x___ Adjunct _____
Current MU Faculty: Yes __x_
No ___
Highest Degree Earned: ____Ph.D________________ Date Degree Received: ___December 2005__
Conferring Institution: _________University of Georgia
Area of Degree Specialization: _____Language and Literacy Education
Professional Registration/Licensure: _____________________________________________________
Field of Registration /Licensure: _________________________________________________________
Agency: ____________________________________________________________________________
Number of years at Marshall (can be in either teaching or administration)
_8 _______
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Year/Semester
Alpha Des. & No.
Fall 2012
JPN240 - 101, 102
Japanese Culture (taught in English)
23 & 17
JPN325
Business Japanese
6
JPN401
Readings in Adv Japanese I
7
JPN101
Elementary Japanese I
20
JPN240
Japanese Culture (taught in English)
22
JPN402
Readings in Adv Japanese II
6
JPN490
Japanese Capstone
7
JPN102
Elementary Japanese II
12
JPN240
Japanese Culture (CT, taught in English)
22
JPN335
Japanese Society & Culture
4
JPN401
Readings in Adv Japanese I
4
JPN101
Elementary Japanese I
20
JPN204
Intermediate Japanese IV
21
JPN240
Japanese Culture (CT, taught in English)
24
JPN490
Japanese Capstone
6
JPN101
Elementary Japanese I
6
JPN102
Elementary Japanese II
7
Spring 2013
Fall 2013
Spring 2014
Summer
Intersession
Summer III
Title
Enrollment
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
For each of the following sections, list only events during the period of this review and begin with the most
28
recent activities.
1)
2)
3)
4)
Scholarship/Research
Service
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
******************
1)
Scholarship/Research
Grants
Anderson, Natsuki Fukunaga (Supporting), Pittenger, David J. (Principal), "Support for the Japanese
library materials," Sponsored by Nippon Tungsten USA, Local, $5,000.00. (October 2012 - 2017).
Anderson, Natsuki Fukunaga. The Japan Outreach Initiative (JOI) program of The Japan Foundation Center
for Global Partnership and The Laurasian Institution (2 year residency of a Japanese native outreach
coordinator was awarded in 2011, JOI Coordinator Azusa Hanah Yamada stayed at MU from August
2011 to July 2013)
Anderson, Natsuki Fukunaga (Principal), Azusa Hanah Yamada, World Heritage Photo Panel Loan & Cost
for Exhibition, Sponsored by The Japan Foundation NY. (May 28, 2013 - June 15, 2013). Two weeks
exhibition at the Marshall University Gallery 842 in downtown Huntington ($1,875.85 was funded by
Japan Foundation NY)
2)
Service
SCORES contest supervisor for Japanese I & II, SCORES. (2008 - Present).
Developing a Japanese K-adult teaching program. (2012 - Present).
I started working with the College of Education on developing a new teaching program for K-adult.
Lumina Project. (2012 - Present).
I complete the content of assessment for Japanese program in the Open Pathway assessment program.
Committee Member, Library Committee. (2011 - Present).
Faculty Advisor, The COLA Undergraduate Research & Creativity Conference. (2010 - Present).
Served as a moderator and an advisor of four Japanese major students at The COLA Undergraduate
Research & Creativity Conference in spring 2012, 2013, 2014
Reviewer, Journal Article, The American Council on the Teaching of Foreign Languages Journal Foreign
Language Annals. (June 2012 - Present).
Reviewed a manuscript in Foreign Language Annals for possible publication
Workshop Organizer, Tsubasacon annual anime convention, Huntington, WV. (2006 - Present).
"Japanese 101 for anime fans" workshop at Tsubasacon annual anime convention
Mentor for the JOI coordinator, Azusa Hanah Yamada (August 2011-July 2013) The Japan Outreach
Initiative (JOI) program of The Japan Foundation Center for Global Partnership and The Laurasian
Institution (2 year residency of a Japanese native outreach coordinator was awarded in 2011)
Organizer, World Heritage Photo Panel Exhibition, Sponsored by The Japan Foundation NY. (May 28,
2013 - June 15, 2013). Two weeks exhibition at the Marshall University Gallery 842 in downtown
Huntington
29
Culture advisor of Japanese, Actors of Children Theatre (ACT)'s performance of "A Thousand Cranes".
Lectured how to make origami paper crane and advised on Japanese props and costume.
http://www.herald-dispatch.com/features/x780152547/Thanks-to-you
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Conference attended:
Attended the annual conference of South Eastern Association of Teachers of Japanese (SEATJ) in
Charlotte NC Feb 22-23, 2014.
Membership:
American Association of Teachers of Japanese (AATJ).
American Council on the Teaching of Foreign Languages (ACTFL).
Association of Asian Studies (AAS).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
N/A
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: __Maria Cristina Burgueño__________________________________________ Rank: Professor
Status (Check one): Full-time__X___ Adjunct _____
Current MU Faculty: Yes _X__
No ___
Highest Degree Earned: __Ph.D.__________________ Date Degree Received: November 1996__
Conferring Institution: ___The Ohio State University_________________________________________
Area of Degree Specialization: __Spanish_________________________________________________
Professional Registration/Licensure: _____________________________________________________
Field of Registration /Licensure: _________________________________________________________
Agency: ____________________________________________________________________________
Number of years at Marshall (can be in either teaching or administration)
___18_____
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Year/Semester
Alpha Des. & No.
Title
Enrollment
30
Spring 2012
Fall 2012
Spring 2013
Fall 2013
Spring 2014
SPN 203
SPN 305
SPN 305
Intermediate Spanish III, Spanish 203
Intro to Spanish Conv. and Comp. Spanish
Intro to Spanish Conv. and Comp
20
6
8
SPN 413
SPN 203
Lit. Genres and Issues in Lat. Am.
Intermediate Spanish III
7
22
SPN 203
SPN 305
Intermediate Spanish III
Intro to Spanish Conv. and Comp.
21
8
SPN 305
7
SPN 101
Intro to Spanish Conv. and Comp. Spanish
305
Intro Spanish
SPN 101
SPN 203
SPN 412
SPN 101
SPN 101
SPN 203
Intro Spanish
Intermediate Spanish III
Contemporary Lat. Am. Literature
Intro Spanish
Intro Spanish
Intermediate Spanish III
25
13
9
25
28
23
SPN 408
Latin American Women
Sabbatical Leave
20
25
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
For each of the following sections, list only events during the period of this review and begin with the most
recent activities.
1) Scholarship/Research
Manuel Villa's intellectual production trapped by the whitening ideology
Political attitudes of Afro-Uruguayans during the period 1930-1945
Cartoons by Mario Mendez published in "Nuestra Raza"
Afro-Latin American Cultures and Literature (ongoing research)
2) Service
Organizer of the Hispanic Heritage Month at Marshall University. 2008-2012.
Member of the CoLA Tenure and Promotion Committee (2012-present)
Member of the Internationalizing Campus Committee - 2009-2013
Member of the Latin American Studies Program at Marshal University. 2007-2014.
Member of the Student Judicial Board at Marshall University. 2000—Present.
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Membership in Professional Organizations
Faculty and Course Development in International Studies (FACDIS)
31
Latin American Studies Association (LASA)
Participation in Conferences
“Bahia Hulan Jack y los demonios de la colonialidad”. (“Bahia Hulan Jack and the Devils of
Colonialism). 66th annual Kentucky Foreign Language Conference. Lexington, Kentucky, April
19, 2013.
“Las actitudes de los afro-uruguayos en la vida política del país entre 1930-1945”. (Afro
Uruguayan Political Attitudes During the Period 1930-1945). 65th annual Kentucky Foreign
Language Conference. Lexington, Kentucky, April 21, 2012.
3) Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Summer Research Award (2014)
Sabbatical Leave (2014)
Key Note Speaker for the Huntington VAMC Celebration of the Hispanic Heritage Month,
Huntington, WV (October 10, 2013)
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: Shannon Marie Butler
Rank: Associate Professor
Yes 
Status (Check one): Full-time
Current MU Faculty:
Highest Degree Earned: Ph.D.
Date Degree Received: 2005
No ___
Conferring Institution: The Ohio State University
Area of Degree Specialization: Spanish and Latin American Literatures and Culture
Professional Registration/Licensure: _____________________________________________________
Field of Registration /Licensure: _________________________________________________________
Agency: ____________________________________________________________________________
Number of years at Marshall (can be in either teaching or administration)
14
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Year/Semester
Alpha Des. & No.
Title
Enrollment
32
2014/Spring
SPN
SPN
SPN
SPN
245,
204,
102,
102,
Section
Section
Section
Section
201
204
202
203
Chicano/a Identities (CT)
Intermediate Spanish IV
Introductory Spanish II
Introductory Spanish II
21
28
24
30
2013/Fall
On Sabbatical
N/A
N/A
N/A
2013/Summer
SPN 102, Section 501
Introductory Spanish II
16
2013/Spring
SPN
SPN
SPN
SPN
245,
204,
204,
102,
Section
Section
Section
Section
201
203
204
203
Chicano/a Identities (CT)
Intermediate Spanish IV
Intermediate Spanish IV
Introductory Spanish II
18
25
16
22
2012/Fall
SPN
SPN
SPN
SPN
315,
204,
204,
102,
Section
Section
Section
Section
101
103
104
104
Adv Grammar & Comp I
Intermediate Spanish IV
Intermediate Spanish IV
Introductory Spanish II
15
23
25
18
2012/Summer
SPN 102, Section 501
Introductory Spanish II
16
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
For each of the following sections, list only events during the period of this review and begin with the most
recent activities.
1)
Scholarship/Research
2013
Sabbatical Leave for Fall 2013: The purpose for the sabbatical request was to continue research in a
more refined and concentrated way regarding a conference paper that I presented last spring (Spring
2012) at the University of Cincinnati. My intentioned end result of the sabbatical period was to transform
what was a broad but brief presentation paper into a more focused and in-depth paper for publication.
Additionally, during sabbatical, I began working on the background research for analysis of a travel writing
text produced during the period of the Spanish American War and the work of the Thomasites who went
to the Philippines to institute a U.S.-designed educational system.
2012
I completed a scholarly paper for presentation (Beyond Trauma to the Tripartite Now in Latin American
and U.S. Latino/a Poetry) during the Spring semester -- 2pts. I presented that paper a the national-level
conference, The 33nd Annual Cincinnati Conference on Romance Languages and Literatures, during the
Spring semester
2)
Service
2014
Mentored one student at the Spring 2014 College of Liberal Art’s Undergraduate Conference on
Research and Creativity. Advisor/Mentor for the 2013 College of Liberal Arts Research and Creativity
Conference, Worked with SCORES, worked with department committees regarding the Kimblar Award,
observed junior faculty and wrote letters of observation for them; worked on the P/T and 3rd Annual
Review committee.
2013
At the department level, I participated in the following activities and committees:
33
Committee member for Promotion and Tenure -- revising rubrics/guidelines (Spring 2013)
Co-organizer for the Department of Modern Languages’ Film Festival (Spring 2013)
Contest Moderator, S.C.O.R.E.S. (Spring 2004-Present)
Ad hoc Committee member to design our department’s Capstone Rubric pertaining to the Spanish
Section (Spring 2013)
Worked in conjunction with Dr. Quintana to edit/revise/add to the Spanish Section’s rubrics to assess
Spanish majors in the 204 classes (Spring 2013)
Regarding university service, I worked on the following committee for the College of Liberal Arts:
Member of the Organizing Committee the 2013 College of Liberal Arts Undergraduate Research and
Creativity Conference (Spring 2013)
2012
In Spring 2012 I was thesis advisor for our program's first M.A. student (Maria Henkel) to commence the
thesis portion of the degree. We met weekly in which the student brought notes for chapters and full
drafts of chapters on alternating weeks. Throughout the semester I reviewd and provided feedback on
three chapters. Regarding service at the COLA level, I served as representative and student
recruiter at COLA’s Green & White Day, Feb. 20th (Spring 2012) ,and I began work as a member of
COLA’s committee for organizing its 13th Annual Research and Creative Conference for Undergraduates
(Fall 2012).
I’ve continued my participation in many departmental-level activities. These include proctoring and
grading the results of the S.C.O.R.E.S. examinations (Spring 2012); administering and grading SPN
placement exams (Spring/Fall 2012); and administering, grading SPN 204 Exit Exams to help the
department gather data for assessment reports. I increased my service activities in the department as
well by hosting the showing of the Spanish film during our department’s film festival (Fall 2012) and by
serving on adhoc committees in the Spanish section -- one of which involved reviewing several
prospective textbooks for the adoption of a new textbook for SPN 101-203 level courses (Spring 2012);
the other adhoc committe in the Spanish section entailed creating supplemental grammar activities for the
new textbook (Spring 2012).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Profession organizations:
Asociación de Literatura Femenina Hispánica, American Association of Teachers of Spanish and
Portuguese, West Virginia Foreign Language Teachers Association, Marshall University
Graduate Faculty
I attended the workshop regarding Lumina Pathways Project, MU; and I completed the
certification workshop and submitted proposal for SPN 245 CT: Chicano/a Identities, which was
approved at the end of the Fall semester, 2012.
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Promoted to Associate Professor, 2014 (Fall)
Sabbatical Leave, 2013 (Fall)
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
34
Name: ______Dr. Eric “Del” Chrol______________________________________ Rank:
______Associate_____________________
Status (Check one): Full-time___X__ Adjunct _____
Current MU Faculty: Yes _X__
No ___
Highest Degree Earned: _____PhD_____________________ Date Degree Received:
______2006___________
Conferring Institution: _____University of Southern
California____________________________________________________________
Area of Degree Specialization: _____Classical
Philology_____________________________________________________
Professional Registration/Licensure:
_____n/a________________________________________________
Field of Registration /Licensure:
_____n/a____________________________________________________
Agency:
_____n/a_______________________________________________________________________
Number of years at Marshall (can be in either teaching or administration)
___8_____
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Spring 2014
Alpha Des. &
No.
Lat 640
Advanced Prose Comp
1
Spring 2014
Lat 480
SPTP: Latin Prose Comp
1
Spring 2014
Lat 250
Conversational Latin 1
4
Spring 2014
Lat 204
Intermediate Latin
10
Spring 2014
CL 436
Roman Civilization
18
Spring 2014
CL 231
Women in Greek and Roman Lit
43
Spring 2014
CL 210
Love/War Ancient World (CT)
87
Fall 2013
Lat 499
Latin capstone Experience
2
Fall 2013
Lat 480
SPTP: Sunoikisis
1
Fall 2013
Lat 409
Roman Satire
3
Fall 2013
Lat 203
Intermediate Latin
9
Year/Semester
Title
Enrollment
35
Fall 2013
CL 231
Women in Greek and Roman Lit
50
Fall 2013
CL 210
Love/War Ancient World (CT)
20
Summer 2013
CL 210
Love/War Ancient World (CT)
28
Spring 2013
Sabbatical
Fall 2012
Lat 640
Advanced Latin Prose Composition
2
Fall 2012
CL 231
Women in Greek and Roman Lit
75
Fall 2012
CL 471
Ancient Sexuality
24
Fall 2012
Lat 101
First Year Latin
24
Fall 2102
Lat 101
First Year Latin
27
Summer 2012
CL 231
Women in Greek and Roman Lit
27
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
For each of the following sections, list only events during the period of this review and begin with the most
recent activities.
1)
2)
3)
4)
Scholarship/Research
Service
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
1a) Publications
Chrol, E.Del. 2014. Metaphors Be With You: Apollonius, Vergil, Lucas and Recursive
Mythmaking. Actes du colloque Antiquité et SFF.
Chrol, E.Del. Forthcoming. Review of Classics and Comics, Classical Bulletin.
Chrol, E.Del. 2012. “Pandora in the Secondary and Post-Secondary Classroom”, Classical Journal:
Forum (107.4, April/May)
Chrol, E. Del. 2011. “The 2008 Election and the Attic vs. Asiatic Rhetorical debate in America”,
Consortium Journal, Umbrellagraph Press. 215-226.
1b) Presentations
Conference Papers
“The Art of Not Loving”, American Philological Association, Chicago, January 2014
“Metaphors Be With You: Apollonius, Vergil, Lucas and Recursive Mythmaking”, L'antiquité
aux sources de l'imaginaire : Fantasy, fantastique & Science-Fiction, Paris, France, June 2012
“How is a Bad Orator Like a Good Actor? Impacts of the Julio-Claudians on Performance,”
Vergilian Society Conference at Cumae, Italy, July 2010
36
Pedagogical Presentations
“Teaching Empathy Through Disruption”, iPED Pedagogy Conference, Marshall University,
Huntington, WV, August 2013
“The Third Draft of Hellebore”, Feminism and Classics VI, Brock University, St. Catharines,
Canada, May 2012
“[Un-]Naturalizing the [Un-]Natural,” American Philological Association, San Antonio, January
2011.
“Bridging the Gap Between Secondary and University Language Programs,” West Virginia Foreign
Language Teachers’ Association Conference, Elkins, October 2009
New Faculty Orientation, Marshall University, 2007, 2008, 2009
Consulting work
Voice for selected AP Caesar Readings, Bolchazy-Carducci Publishers, 2014
Voice for the “I Am Reading Latin” series of children’s books (Rena Rhinoceros, Octavius Octopus,
Taurus Rex, Ursus et Porcus), Bolchazy-Carducci Publishers, 2010
Audio supplement for Tunberg and Minkova. 2008. Latin for the New Millennium, Bolchazy-Carducci
Publishers, 2010 (with Anna Andresian)
Featured interview in Webster, Terry. 2010. How to Be Successful in Your First Year of Teaching College:
Everything You Need to Know That They Don't Teach You in School. Atlantic Publishing Group.
Performance of Ancient Drama
“Admetus” in production of “Alcestis”, American Philological Association, 2013; Feminism and
Classics VI, 2012
2) Service
Chair, Classics 2012-present
Chair, Sexuality Studies 2011-present
Member, CoLA Undergraduate Research and Creativity Conference 2012-13, 2013-14
Member, CoFA Dean’s Review 2012
Adviser, MA Thesis of Tiffany Hughes 2013
Adviser, M.A. Thesis of Joshua Wimmer 2012
Reader M.A. Thesis of John Byron Young 2010
Reader M.A. Thesis of Virginia Cook 2010
Member, Pickens-Queen Selection Committee 2008
Member, Da Vinci Roundtable, Marshall University, 2008
Adviser and coach, Historical Fencing 2008-present
Chair, Curriculum Committee 2008-2011
Adviser Eta Sigma Phi (Classics Honorary) & Classical Association 2008-present
Pittenger review review committee member 2011
Committtee member Stand for Women conference 2012
Judge, John Marshall Speech Torunament 2009, 2012
Keynote speaker Marshall Foundation Donor celebration 2012
Speaker, Banned Book night 2012
Radio Advertisements and Hold-Music Messages for Marshall 2011- 2-14
Member, Honors Curriculum Revision Working Group 2010
37
3) Professional
Executive Committee, West Virginia Foreign Language Teachers’ Association, 2007-present
Vice President for West Virginia, Classical Association for the Mid-West and South, 2006-Present
Executive Committee, Society for the Oral Recitation of Greek and Latin Literature, 2013-present
Presider, “Apuleius and Petronius”, The Classical Association of the Middle-West and South 2009
WV Department of Education Textbook Adoption Committee (World Languages) 2008
Executive Committee, Society for the Oral Recitation of Greek and Latin Literature, 2012-Present
Attended the West Virginia Foreign Language Teachers’ Association conference every year
Attended the American Philological Association conference every year
Attended the Classical Association of the Middle West and South conference every year
Attended iPED every year
4) special recognition
Invited Lectures
“Parricide: Not so bad” (Keynote speech) Marshall University Undergraduate Research and
Creativity Conference, Marshall University, April 2014
“Greco-Roman Erotics through a Medical Lens: Love as a Visual Pathogen in Roman Erotic
Poetry”, Durham University, Durham UK, May 2012
“You and/or the World” (Keynote speech) Marshall University Undergraduate Research and
Creativity Conference, Marshall University, April 2012
“Why Penicillin Can’t Cure Love: Ancient Medicine and Erotics”, University of north Caroline:
Greensboro, September 2011
Also:
Featured Alumnus USC 2012
Latin Consultant for Tempus Necat (film)
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: __Dr. Christopher Dolmetsch________________ Rank: _(Full) Professor
__
Status (Check one): Full-time__X
No ___
Adjunct _____ Current MU Faculty: Yes X __
Highest Degree Earned: __Ph.D.______________ Date Degree Received: _
December 1979_______
Conferring Institution: __University of Wisconsin-Madison
____
38
Area of Degree Specialization: ___German literature &
Language_______________________________
Professional Registration/Licensure:
_____________________________________________________
Field of Registration /Licensure:
_________________________________________________________
Agency:
______________________________________________________________________
______
Number of years at Marshall (can be in either teaching or administration) _34
(including current year)___
_
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you
taught. For each course include the year and semester taught (summer through
spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. &
No.
Title
Enrollment
Spring 2014
GER
GER
GER
GER
102,
203,
204,
481,
Section
Section
Section
Section
201
201
201
201
Elementary German II
Intermediate German I
Intermediate German II
SpTp: Das Tirol
22
11
11
7
Fall 2013
GER
GER
GER
GER
101,
101,
203,
419,
Section
Section
Section
Section
101
102
101
101
Elementary German I
Elementary German I
Intermediate German I
Ger Lit-Classical Age
21
15
16
8
Spring
2013
GER
GER
GER
GER
102,
102,
204,
315,
Section
Section
Section
Section
201
202
201
201
Elementary German II
Elementary German II
Intermediate German II
Adv Conv Comp & Grammar
24
11
17
11
Sabbatical Leave
Fall 2012
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this
document.
39
For each of the following sections, list only events during the period of this review and
begin with the most recent activities.
1) Scholarship/Research
Book Reviews: 8 in CHOICE (Choice is a publishing unit of the Association of College & Research Libraries,
a division of the American Library Association)
Presentation: “Munich's Oktoberfest: Separating Fact from Fiction”
October 3, 2013, Marshall University
2) Service
Consultant: Heinle Publishers (a Division of Cengage Learning), 2012-2014
Translations & Transcript Evaluations January 2013 - December 2013
Transcript Evaluations and Translations, Other January 2012 - December 2012
Collegial Reference for Publication, Reviewer, Book, September 18, 2012 - October
16, 2012
Assessment Day Session: Study Abroad (German), Faculty Advisor, April 2013 –
Present
Departmental Tenure & Promotion Committee, Committee Member, November 2013 December 2013
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Memberships: American Association of Teachers of German; West Virginia Chapter - American
Association of Teachers of German;
Faculty Consortium for Development in International Studies;
West Virginia Humanities Council
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: __Anke Duerr McCown____________________ Rank:
______Instructor________________
Status (Check one): Full-time__X__ Adjunct _____ Current MU Faculty: Yes _X_
No ___
Highest Degree Earned: 2. Jur. Staatsexamen & Magister Iuris Internationalis
40
Date Degree Received: ___May 2000 & June 2001________
Conferring Institution: ___State of Hesse / Justus Liebig Universität Gießen,
Germany_____________
Area of Degree Specialization: ____Employment & International Law________
Professional Registration/Licensure:
________n/a__________________________________________
Field of Registration /Licensure: __________
n/a____________________________________________
Agency: __________________________ n/a
______________________________________________
Number of years at Marshall (can be in either teaching or administration)
__8____
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you
taught. For each course include the year and semester taught (summer through
spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Spring 2014
Spring 2014
Alpha Des. &
No.
GER 102-101 CRN
2507
GER 102-102 CRN
2508
GER 203-101 CRN
2509
GER 204-101 CRN
2510
GER 101-201 CRN
3570
GER 101-202 CRN
3571
GER 203-201 CRN
3574
GER 480-201 CRN
3577
GER 102-101 CRN
2549
GER 102-102 CRN
2550
GER 240-101 CRN
2553
GER 204-101 CRN
2552
GER 101-201 CRN
2933
GER 101-202 CRN
2932
Title
Enrollment
Elementary German II
15
Elementary German II
16
Intermediate German I
18
Intermediate German II
13
Elementary German I
30
Elementary German I
28
Intermediate German I
21
SpTp:Cont Cult Thru Film
17
Elementary German II
9
Elementary German II
19
German Society & Life
25
Intermediate German II
20
Elementary German I
16
Elementary German I
20
41
Spring 2014
Spring 2013
GER 240-201 CRN
2280
GER 480-201 CRN
2667
German Society & Life
25
SpTp:Ger Lit In Trans-Grimms
21
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this
document.
For each of the following sections, list only events during the period of this review and
begin with the most recent activities.
1)
2)
3)
4)
Scholarship/Research
Service
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
----------------------------------------------------------------------------------------------------------------------------- --------------
1) n/a
2) Organized & helped with: Department of Modern Languages Film Festival in November
2012
Modern Languages Student Reception Fall 2012 & 2013
3) Attended CT Workshop in May 2013
Attended the 2013 iPED Conference on Teaching and Learning in August 2013 at M.U.
Membership in:
- American Association of Teachers of German
- American Association of University Women
- The West Virginia Consortium for Faculty and Course Development in International
Studies
4) n/a
5) Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
42
(Information for the period of this review)
Name: Christina Franzen Rank: Associate Professor
Status (Check one): Full-time X Current MU Faculty: Yes X
Highest Degree Earned: PhD Date Degree Received: June 2007
Conferring Institution: University of Washington
Area of Degree Specialization: Classics
Number of years at Marshall (can be in either teaching or administration)
7
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Year/Semester
Summer 2 2014
Alpha Des. And
Number
CL 232
Summer 2 2014
CL 232
Intercession 2014
CL 232
Intercession 2014
CL 232
Fall 2013
Fall 2013
Fall 2013
LAT 101
GRK 201
CL 320
Fall 2013
CL 493
Fall 2013
CL 232
Intersession 2013
CL 232
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Fall 2012
Fall 2012
CL 237
CL 480
CL 620
GRK 302
LAT 204
CL 232
CL 237
Title
Enrollment
Greek and Roman
Drama
Greek and Roman
Drama
Greek and Roman
Drama
Greek and Roman
Drama
Beginning Latin
Beginning Greek
Love and Friendship in
the Ancient World
Senior Seminar in the
Humanities
Greek and Roman
Drama
Greek and Roman
Drama
Lit. in Time of Nero
Body/Sex/Vio in Rome
Theory
Intermediate Greek
Intermediate Latin
Grk and Roman Drama
Lit in time of Nero
21
14
21
9
13
8
18
7
33
29
49
16
2
4
12
22
10
43
Fall 2012
Fall 2012
Fall 2012
Fall 2012
GRK 301
LAT 203
LAT 480
Lat 580
Intermediate Greek
Intermediate Latin
Sp Tp: Lucan
Sp Tp: Lucan
4
11
5
2
For each of the following sections, list only events during the period of this review and begin with the most
recent activities.
1) Scholarship/Research
2013. Branding Catiline: Metaphorical Enslavement in the First Catilinarian CW 106.3. 355364.
CAMWS 2014. “Oedipus, Scaeua, and the Failure of Flesh.” (National Conference; paper
given)
CAMWS 2013. “Medea Parthenos: Virginity, Power, and the Constraint of the Abject in
Seneca’s Medea.” (Paper given)
2)
Service: WAC committee; Faculty Concerns Committee
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Classical Association of the Middle West and South membership
American Philological Association membership
4)
Awards/honors (including invitations to speak in your area of expertise) or special
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: _____Benjamin Garcia Egea___________
instructor__________
Status (Check one): Full-time__X___
___ No __X__
Rank: _______Spanish
Adjunct _____
Highest Degree Earned: _____Masters of Arts______
_____2010__________
Current MU Faculty: Yes
Date Degree Received:
Conferring Institution: _____West Virginia
University____________________________________
Area of Degree Specialization: _____Spanish Peninsular
Literature______________________
Professional Registration/Licensure:
_____________________________________________________
44
Field of Registration /Licensure:
_________________________________________________________
Agency:
______________________________________________________________________
______
Number of years at Marshall (can be in either teaching or administration)
years____
___4
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you
taught. For each course include the year and semester taught (summer through
spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Fall 2011
Spring 2011
Fall 2011
Spring 2012
Alpha Des. &
No.
SPN101-104
CRN 4102
SPN101-105
CRN 4103
SPN203-101
CRN 4114
SPN203-103
CRN 4116
SPN 101-203
CRN 4103
SPN 101-204
CRN 4104
SPN 112-201
CRN 4109
SPN 203-203
CRN 4115
SPN 203-205
CRN 4117
SPN 102-102
CRN 4052
SPN 102-103
CRN 4053
SPN 112-101
CRN 4055
SPN 112-102
CRN 4056
SPN 101-206
Title
Enrollment
Introductory Spanish
24 enrolled
Introductory Spanish
28 enrolled
Intermediate Spanish III
27 enrolled
Intermediate Spanish III
31 enrolled
Introductory Spanish
27 enrolled
Introductory Spanish
31 enrolled
Elementary Spanish
19 enrolled
Intermediate Spanish III
30 enrolled
Intermediate Spanish III
26 enrolled
Introductory Spanish II
25 enrolled
Introductory Spanish II
25 enrolled
Elementary Spanish
24 enrolled
Elementary Spanish
20 enrolled
Introductory Spanish
31 enrolled
45
Fall 2012
Summer 2012
Spring 2013
Fall 2013
Summer 2013
Spring 2014
CRN 5534
SPN 102-202
CRN 5115
SPN 102-203
CRN 5116
SPN 102-204
CRN 5117
SPN 112-201
CRN 5120
SPN 101-103
CRN 4043
SPN 101-104
CRN 4044
SPN 102-101
CRN 4045
SPN 102-103
CRN 4047
SPN 101-501
CRN 5130
SPN 101-204
CRN 5125
SPN 101-205
CRN 5126
SPN 102-202
CRN 5129
SPN 102-204
CRN 5131
SPN 101-103
CRN 4084
SPN 101-105
CRN 4086
SPN 102-101
CRN 4088
SPN 102-105
CRN 4092
SPN 101-601
CRN 6109
SPN 101-201
CRN 3380
SPN 101-202
CRN 3379
SPN 101-204
CRN 3377
SPN 101-206
CRN 5851
Introductory Spanish II
30 enrolled
Introductory Spanish II
30 enrolled
Introductory Spanish II
29 enrolled
Elementary Spanish
23 enrolled
Introductory Spanish
28 enrolled
Introductory Spanish
26 enrolled
Introductory Spanish II
22 enrolled
Introductory Spanish II
21 enrolled
Introductory Spanish
15 enrolled
Introductory Spanish
30 enrolled
Introductory Spanish
31 enrolled
Introductory Spanish II
29 enrolled
Introductory Spanish II
27 enrolled
Introductory Spanish
29 enrolled
Introductory Spanish
29 enrolled
Introductory Spanish II
22 enrolled
Introductory Spanish II
24 enrolled
Introductory Spanish
16 enrolled
Introductory Spanish
29 enrolled
Introductory Spanish
29 enrolled
Introductory Spanish
30 enrolled
Introductory Spanish
30 enrolled
46
SPN 102-204
CRN 3381
Introductory Spanish II
34 enrolled
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this
document.
For each of the following sections, list only events during the period of this review and
begin with the most recent activities.
1)
2)
3)
4)
Scholarship/Research
Service
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: _________Viatcheslav Gratchev_____________ Rank: Assistant
Professor_______________
Status (Check one): Full-time X_ Adjunct _____
No ___
Current MU Faculty: Yes X___
Highest Degree Earned: ___PhD___________________ Date Degree received:
2011_____________
Conferring Institution: Purdue
University_________________________________________________
Area of Degree Specialization: Golden Age, Spanish
Literature________________________________
Professional Registration/Licensure:
_____________________________________________________
Field of Registration /Licensure:
_________________________________________________________
47
Agency:
______________________________________________________________________
______
Number of years at Marshall (can be in either teaching or administration)
3_______
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you
taught. For each course include the year and semester taught (summer through
spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. &
No.
Title
Enrollment
Spring 2014
SPN 306
Spanish Conversation
12
Spring 2014
SPN 101
Introductory Spanish
30
Spring 2014
SPN 102
Introductory Spanish II
30
Spring 2014
SPN 417
Spanish Film
15
Fall 2013
SPN 305
Spanish Conversation
12
Fall 2013
SPN 101
Intro Spanish
30
Fall 2013
SPN 102
Intro Spanish II
30
Fall 2013
SPN 240
Spanish Society and Life
25
Spring 2013
SPN 101
Intro Spanish
30
Spring 2013
SPN 102
Intro Spanish II
30
Spring 2013
SPN 306 (1)
Spanish Conversation
10
Spring 2013
SPN 306 (2)
Spanish conversation
10
Fall 2012
SPN 407/FRN 407
Foreign Lang Teaching methods
12
Fall 2012
SPN 101
Intro Spanish
30
Fall 2012
SPN 102
Intro Spanish
30
Fall 2012
SPN 101 (2)
Intro Spanish
30
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this
document.
For each of the following sections, list only events during the period of this review and
begin with the most recent activities.
1)
Scholarship/Research
48
2)
3)
Service
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
4)
Scholarship/Research
2014: “Duvakin’s Oral History and Bakhtin in His Own Voice.” CCLWeb: Comparative
Literature and Culture 16.1 (2014).
2014: “Prince Myshkin as a Tragic Interpretation of Don Quixote.” Cervantes: Bulletin of The
Cervantes Society of America (Forthcoming Fall 2014).
“Bakhtin about Russian Poets of the beginning of 20th century: The Annotated Translation.”
Philosophy and Literature. (Under review)
Service

Chair of the Committee for Undergraduate Research and Creativity Conference (April
2014)

Coordinator of Summer Study Abroad Program in Spain and Costa Rica (2011–present)

Kentucky International of International Studies: Professor of Spanish, Segovia, Spain
(July 2013)

Task Force Member, Spring Convocation 2014

Task Force Member, Spring Convocation 2013

Green and White Day., Task Force Member, 2012

Committee to Review Supplementary Materials, 2012

Committee to Develop Departmental Scholarly Activities, 2013
Professional Development
2014: “Cervantes, Bakhtin, and the Theory of the Novel.” Fifty-eighth Annual Kentucky Foreign
Language Conference, University of Kentucky, Lexington, Kentucky, April 10-12, 2014.
(Organizer and Chair of the Panel)
2013: “The Polyphonic World of Cervantes and Dostoevsky” (Invited Guest Speaker).
Thirteenth Annual Graduate Student Symposium, Purdue University, West Lafayette, Indiana,
March 1–2, 2013
49
2012: “Cervantes and Dostoevsky: The Problem of Answerability.” Fifty-sixth Annual Kentucky
Foreign Language Conference, University of Kentucky, Lexington, Kentucky, April 19–
21, 2012.
2012: “Cervantes and Dostoevsky: Crossing Boundaries of time.” Public Lecture

Expert Reviewer for Comparative Literature Studies (2012–present)

Expert Reviewer for Hispania Journal (2010–present)

Cervantes Society of America (2010–present)
Awards/Honors

Quinlan Travel Grant (March 2014)

Pickens Queen Best Teacher Award Nomination: Marshall University (September 2013)

Marshall University Summer Research Grant (June 2013)

Quinlan Travel Grant (March 2013)

Research Committee Fund Grant (June 2012)

Marshall University Summer Research Grant (June 2012)

West Virginia Humanities Counsel Research Grant (April 2012)
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: Charles O. Lloyd Rank: Professor (before retirement)
Status (Check one):
Adjunct
Current MU Faculty: Yes
Highest Degree Earned: Ph.D. Date Degree Received: 1972
Conferring Institution: Indiana University
Area of Degree Specialization: Classics (Ancient Greek Literature)
Professional Registration/Licensure: _____________________________________________________
Field of Registration /Licensure: _________________________________________________________
Agency: ____________________________________________________________________________
50
Number of years at Marshall (can be in either teaching or administration) 35 (before retirement) + 7 (after
retirement)
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Year/Semester
Fall 2012
Alpha Des. & No.
CL 200
Title
Building English Vocabulary
Spring 2013
CL 200
Building English Vocabulary
Fall 2013
CL 200
Building English Vocabulary
Spring 2014
CL 200
Building English Vocabulary
Spring 2014
GRK 202
Beginning Greek: First Year
Enrollment
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
For each of the following sections, list only events during the period of this review and begin with the most
recent activities.
1)
2)
3)
4)
Scholarship/Research
Service
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Awards/honors (including invitations to speak in your area of expertise) or special
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: _____Carlos M. Lopez_____________________ Rank: _____Full
Professor_____
Status (Check one): Full-time__X_ Adjunct _____
No ___
Current MU Faculty: Yes _X_
Highest Degree Earned: __Ph.D.__________ Date Degree Received: ____1995_____
Conferring Institution: _______The Ohio State University, Columbus, Ohio_______
Area of Degree Specialization: ____Spanish Language and Latin American Cultures___
51
Professional Registration/Licensure:
_____________________________________________________
Field of Registration /Licensure:
_________________________________________________________
Agency:
______________________________________________________________________
______
Number of years at Marshall (can be in either teaching or administration)
__19_
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you
taught. For each course include the year and semester taught (summer through
spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. &
No.
Title
Enrollment
Spring 2014
SPN 203
Intermediate Spanish III
16
Spring 2014
SPN 204
Intermediate Spanish IV
11
Spring 2014
SPN 204
Intermediate Spanish IV
17
Spring 2014
SPN 411
Pre-Modern Latin Am Lit
12
Fall 2013
SPN 204
Intermediate Spanish IV
15
Fall 2013
SPN 204
Intermediate Spanish IV
17
Fall 2013
SPN 102
Introductory Spanish II
24
Fall 2013
SPN 335
Latin Am Culture & Civiliza
18
Fall 2012
SPN 204
Intermediate Spanish IV
18
Fall 2012
SPN 204
Intermediate Spanish IV
21
Fall 2012
SPN 335
Latin Am Culture & Civiliza
16
Fall 2012
_____
Release Time
_____
Spring 2012
SPN 204
Intermediate Spanish IV
17
Spring 2012
SPN 204
Intermediate Spanish IV
20
Spring 2012
HON 480
SpTp: Latin American Philosophy
9
Spring 2012
SPN 480
SpTp: Latin American Philosophy
1
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this
document.
52
For each of the following sections, list only events during the period of this review and
begin with the most recent activities.
1)
Scholarship/Research
 A real-time explorable reconstruction of the ancient ceremonial site and
citadel of Q’umarkaaj, head of the K’iche’ Kingdom located in the Highlands of
Guatemala. Using the free open source 3D modeling software called Blender,
students in Marshall University's School of Art and Design constructed
buildings based on drawings and measurements by Professor Carlos M.
Lopez (Department of Modern Languages at Marshall University). After the
images of the temples were assembled, Professor Brent Patterson (currently
teaching at SUNY Buffalo State) built a real-time 'game' of the citadel
using Unity3D. URL: http://www.brentpatterson.com/qumarkaaj/# (20132014)
 “Textualidad y colonialidad. El caso del Popol Wuj”, at the XXXI Latin
American Studies Association Conference (LASA). Washington, DC. May 29
— June 1, 2013.
 “El Popol Wuj, tiempo y fractales: Comparaciones y apuntes para una episteme
maya preclásica.” (“The Popol Wuj, Time and Fractals”) In Revista VOCES:
CULTURA. Año 7, Numero 2, Julio-Diciembre 2012. Universidad Rafael
Landívar. Guatemala: Instituto de Lingüística e Intercultural. (75-97)
 Academic Director and Editor of The Mayan Studies Journal
(http://mayanarchives-popolwuj.osu.edu/journal/default.cfm at OSU). January
2012- present)
2)
Service
 Completion and upgrade of the departmental website.
 Dr. Butler's Promotion.
 Placement Test, Student Placement, January 2012 & 2014.
 SCORES (2013 & 2014)



CoLA Research Committee, Committee Member (January 2012-May 2014)
CSEGA advisory board, Committee Member (January 2012 – present)
The Latin American Studies Committee, Committee (January 2012 – present)

University of Alberta, External Evaluator
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Appendix II (New Sheet)
53
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: ____Eric Migernier________________________________________ Rank:
__Professor of French_________________________
Status (Check one): Full-time___X__ Adjunct _____ Current MU Faculty: Yes ___
No ___
Highest Degree Earned: PH d__________________________ Date Degree Received:
_June 1995________________
Conferring Institution: _University of
Minnesota_____________________________________________________________
___
Area of Degree Specialization: __French
Literature________________________________________________________
Professional Registration/Licensure:
___x__________________________________________________
Field of Registration /Licensure:
_____X____________________________________________________
Agency:
_______X_____________________________________________________________
________
Number of years at Marshall (can be in either teaching or administration)
_16_______
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you
taught. For each course include the year and semester taught (summer through
spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. &
No.
Title
Enrollment
Fall 2102
Frn 112 sec 101
Basic French
26
Fall 2012
Frn 335 sec 101
French Civilization and Culture
18
Fall 2012
Frn 305 sec 101
Intro to French Comp and Conv
14
Fall 2012
Frn 480 sec 101
18th Century France
8
14
54
Spring
Spring
Spring
Spring
Spring
2013
2013
2013
2013
2013
Frn 323 sec 201
Frn 324 sec 201
Frn 417 sec 201
Frn 101 sec 201
Frn 203 sec 202
Adv Frn Gram and oral Com
Adv Frn Gram and oral Com
Contemporary French Film
Elementary French I
Intermediate French 3
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Frn 404 sec 101
Frn 315 sec 101
Frn 102 sec 101
Frn 204 sec 102
20th Century French Novel
Adv Grammar and Composition
Elementary French II
Intermediate French I
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Frn 101 sec 202
Frn 203 sec 201
Frn 305 sect 201
Frn 480 sect 201
Elementary French I
Intermediate French III
Intro to Frn Comp and Conv
Francophonie Thru Film
15
1
15
23
24
5
15
21
19
26
21
14
15
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this
document.
For each of the following sections, list only events during the period of this review and
begin with the most recent activities.
1)
2)
3)
Scholarship/Research
Service
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
4)
1)
Presented a paper at the Cincinnati Conference on Foreign Languages and Literatures
entitled Politics and Art in Senegalese Cinema (April 2013).
Presented a paper at the Kentucky Conference on Foreign Languages and Literatures
entitled Waiting for Happyness: New neo-realist African Cinema (March 2012)
Continuous work on upcoming second book project entitled Beckett and Blanchot: the path to the
other. (two chapters completed).
2)
Member of Planning/facilities committee (University)
Member of the Faculty Senate (University)
Chair of Tenure-Promotion committee (department)
Member of study abroad committee (department)
Section Head in charge of French program (scheduling, assessment responsibilities)
Study abroad program administrator (Lyon, France summer 2012, summer 2013)
3) Attended various presentation sessions useful to my professional development during my
55
participation at the Cincinnati and Kentucky Conferences in 2012 and 2013.
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: ________José L. Morillo_____________________ Rank:
______Professor_______________
Status (Check one): Full-time__x___ Adjunct _____
No ___
Current MU Faculty: Yes _x__
Highest Degree Earned: _Spring 1993____________ Date Degree Received:
_PhD___________
Conferring Institution: ____Tulane
University_________________________________________
Area of Degree Specialization: __20th Century Spanish Literature & Cultural Studies_
Professional Registration/Licensure:
_____________________________________________________
Field of Registration /Licensure:
_________________________________________________________
Agency:
____________________________________________________________________________
Number of years at Marshall (can be in either teaching or administration)
__14____
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. &
No.
Title
Enrollment
2012 Fall
SPN 112
SPN 203
SPN 203
SPN 415
Elementary Spanish
Intermediate Spanish III
Intermediate Spanish III
Spanish Lit: 18th & 19th Century
24
27
25
14
2013 Spring
SPN 203
SPN 203
SPN 436/536
Intermediate Spanish III
Intermediate Spanish III
Cult & Sociology in Contemporary Spain
25
23
12
56
2013 Fall
SPN 203
SPN 203
SPN 203
SPN 315
Intermediate Spanish III
Intermediate Spanish III
Intermediate Spanish III
Advanced Grammar & Comp I
21
25
24
13
2014 Spring
SPN
SPN
SPN
SPN
Introductory Spanish
Intermediate Spanish III
Intermediate Spanish III
27
17
11
12
101
203
203
336
Spain Culture & Civilization
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
For each of the following sections, list only events during the period of this review and begin
with the most recent activities.
1)
Scholarship/Research
2)
Service
3)
Professional development activities, including professional organizations to which
you belong and state, regional, national, and international conferences attended. List
any panels on which you chaired or participated. List any offices you hold in
professional organizations.
4)
Awards/honors (including invitations to speak in your area of expertise) or special
recognition.
From spring 2009-Spring 2014
Scholarship/Research:
*Homoerotismo y educastración en España, del ayer al hoy. (Ojancano, U. of
Georgia, Athens, 2013)
*Memory and Legacy of the Madrilenian Movement. (Ojáncano, U. of Georgia,
Athens, 2012)
*En tránsito. Crónica cantada de la Transición Española. (Ojáncano. U. of Georgia,
Athens. 2010
*Los chaqueteros: Una retrospectiva al cine español de la transición.” Ojáncano. U.
of Georgia, Athens April 2009.
*Eros y nacionalismo. La doble moralidad en la España de posguerra.” Confluencias.
Revista Hispánica de Cultura y Literatura. Greeley, Colorado. Vol. 24-1 (Fall 2009).
Presentations:
“Entre la gloria y la tragedia: La Fiesta Nacional.” U. of Kentucky, Lexington, 2014.
57
*Homoerotismo y educastración en la España del ayer y del hoy. U. of Kentucky,
Lexington, 2013.
*Catalan Nationalism in Today’s Spain. Annual Southeast Coastal Conference. U.
Georgia, Savanah, 2013.
*Cinema and the Spanish Political transition to Democracy. Cincinnati Conference,
OH, 2012.
*75th Anniversary of the Spanish Civil War: Past and Present. U. of Kentucky,
Lexington, 2012
*Por el cambio: Contracultura y Movida madrileña. Cincinnati Conference, OH 2011.
*Manifiesto Canción del Sur. Análisis dialógico de la lírica popular andaluza.” U. of
Kentucky, Lexington, 2010.
*Transición. Crónica de un desencanto.” University of Kentucky, Lexington, 2009.
Academic Services
*2014 Spring Committee member for Dean’s search
*2000-2012 Director of the Language Laboratory
*2000-2012 SCORES, coordinator for the Modern Languages
May 5-7, 2011: Chairperson for the session on “Decir de sí: memoria, autobiografía y
autoría. 31th Cincinnati Conference on Romance Languages & Literature. Cincinnati,
Ohio.
Professional Development Activities
2014:
*Survey for McGraw-Hill Education to review revised materials.
*To help developing Cengage Learning best-in-class digital and print content.
*Review the Spanish film-text La lengua de las mariposas for Wayside
Publishing
*Advisory Board Review for Exploraciones 2ed.
2013:
Criteria and Application for Multicultural course SPN 336.
I participated in several webinar workshop, survey, and review text for several
publisher houses.
Criteria and Application for International course SPN 436.
2012:
*Faculty Senate Committee member*
*Attended and participated in several local workshops.
*Active member of several academic societies.
*Member of the Consortium for faculty & Course development in International Studies
(FACDIS)
*Full Graduate Faculty status.
*Participated in surveys and reviews for textbook at the request of publisher.
58
2011:
*Faculty Senate. Committee member
*Attended and participated in several local workshops.
*Active member of several academic societies.
*Member of the Consortium for faculty & Course development in International Studies
(FACDIS)
*Full Graduate Faculty status.
*Participated in surveys and reviews for textbook at the request of publisher.
*Invited to participate in a Symposium in Amelia Island, Fl.
2010:
*Attended and participated in several local workshops.
*Active member of several academic societies.
*Member of the Consortium for faculty & Course development in International Studies
(FACDIS)
*Full Graduate Faculty status.
*Participated in surveys and reviews for textbook at the request of publisher.
2009:
*Attended and participated in several local workshops.
*Active member of several academic societies.
*Member of the Consortium for faculty & Course development in International Studies
(FACDIS)
*Full Graduate Faculty status.
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: Caroline Perkins Rank: Professor
Status (Check one): Full-time: X Adjunct _____
___
Current MU Faculty: Yes X
Highest Degree Earned: PhD Date Degree Received: March, 1984
Conferring Institution: The Ohio State University
Area of Degree Specialization: Classical Philology
Professional Registration/Licensure: N/A
Field of Registration /Licensure: N/A
No
59
Agency:
______________________________________________________________________
______
Number of years at Marshall (can be in either teaching or administration)
26
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you
taught. For each course include the year and semester taught (summer through
spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. &
No.
Title
Fall, 2012
LAT 681
Thesis (unpaid overload)
Fall, 2012
HON 480
Heaven, Hell in Lit Cult (paid overload) team taught
Fall, 2012
CL 233
Greek and Roman Historians
Fall, 2012
CL 435
Greek Civilization
Fall, 2012
CL 319
Spring, 2013
LAT 410
Classical Mythology, WEB course, four sections paid
overload
Tacitus
Spring, 2013
LAT 510
Tacitus (unpaid overload)
Spring, 2013
CL 492
Senior Seminar in the Humanities team taught
Spring, 2013
LAT 102
First Year Latin
Spring, 2013
LAT 499
Capstone (unpaid overload)
Spring, 2013
CL 236
Spring, 2013
CL 319
Summer, 2013
CL 236
Summer, 2013
CL 319
Fall, 2013
HON 480
Murder in the Ancient World (CT) two sections, Web
course, paid overload
Classical Mythology, two sections, WEB course, paid
overload
Murder in the Ancient World (CT) two sections, WEB
course, paid overload
Classical Mythology, two sections, WEB course, paid
overload
Epic Themes, team taught
Fall, 2013
CL 236
Fall, 2013
CL 319
Fall, 2013
CL 460
Murder in the Ancient World (CT), two sections, WEB
course, paid overload
Classical Mythology, two sections, WEB course, paid
overload
Ancient Goddess Religions
Spring, 2014
HON 480
SpTop: Uncovering Socrates, team taught
Spring, 2014
CL 233
Spring, 2014
CL 319
Spring, 2014
LAT 308
Greek and Roman Historians, two sections, WEB course,
paid overload
Classical Mythology, two sections, WEB course, paid
overload
Catullus
Enrollment
60
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this
document.
For each of the following sections, list only events during the period of this review and
begin with the most recent activities.
1) Scholarship/Research
Book: Ovid Amores Book 1: A Commentary. University of Oklahoma Press, 2011.
Article: The Figure of Elegy in Amores 3.1: Elegy as Puella, Elegy as Poeta, Puella as Poeta. Classical
World, 104 (2011) 313-331.
Article: Corinna Dubitans: Rhetorics of Seduction and Failure in Ovid, Amores, 1.11. Classical World, 107
(2014) 347-365.
Textbook Reviewer for Bolchazy-Carducci Press.
2) Service:
Chair, Department of Modern Languages; Member, University Assessment Committee, Council of Chairs;
Hearing Officer for Student Grade Appeals; Faculty Advisor for Student Group Unraveled; Faculty
Usher at Commencement.
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Member: American Philological Association, Classical Association of the Middlewest and South.
3) Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Alumni Distinguished Service Award, 2011.
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: ___María Rosario Quintana_____________________ Rank: __Associate
Professor of Spanish
Status (Check one): Full-time__X___ Adjunct _____ Current MU Faculty: Yes _X__
No ___
Highest Degree Earned: __Ph.D.__________________ Date Degree Received:
__2006____________
61
Conferring Institution: __Universidad Complutense de
Madrid__________________________________
Area of Degree Specialization: __Modern and Contemporary Spanish
Literature____________________
Professional Registration/Licensure:
_____________________________________________________
Field of Registration /Licensure:
_________________________________________________________
Agency:
______________________________________________________________________
______
Number of years at Marshall (can be in either teaching or administration)
__11______
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you
taught. For each course include the year and semester taught (summer through
spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. &
No.
Title
Enrollment
Intersession 2014
SPN 204, Sec. 301
Intermediate Spanish IV
11
Intersession 2014
SPN 101, Sec. 301
Introductory Spanish
20
Spring 2014
SPN 324, Sec. 201
Adv Gram & Oral Com II
10
Spring 2014
SPN 204, Sec. 201
Intermediate Spanish IV
23
Spring 2014
SPN 203, Sec. 202
Intermediate Spanish III
26
Fall 2013
SPN 516, Sec. 101
Contemporary Spanish Literature
2
Fall 2013
SPN 416, Sec. 101
Contemporary Spanish Literature
15
Fall 2013
SPN 204, Sec. 104
Intermediate Spanish IV
23
Fall 2013
SPN 204, Sec. 103
Intermediate Spanish IV
22
Fall 2013
SPN 102, Sec. 104
Introductory Spanish II
22
Summer III 2013
SPN 204, Sec. 601
Intermediate Spanish IV
18
Summer III 2013
SPN 203, Sec. 601
Intermediate Spanish III
12
Spring 2013
SPN 324, Sec. 201
Adv Gram & Oral Com II
19
Spring 2013
SPN 204, Sec. 202
Intermediate Spanish IV
25
62
Spring 2013
SPN 204, Sec. 201
Intermediate Spanish IV
20
Spring 2013
SPN 203, Sec. 201
Intermediate Spanish III
23
Fall 2012
Sabbatical Leave
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this
document.
For each of the following sections, list only events during the period of this review and
begin with the most recent activities.
1) Scholarship/Research
Main Intellectual Contribution:
Research contribution as a philologist to develop and to maintain the linguistic corpus of Royal Spanish
Academy.
Papers presented at National and International Conferences:
“El español de los Estados Unidos: lengua de inmigración.” Primer Congreso de la Academia
Norteamericana de la Lengua Española (ANLE.) Library of Congress, Washington, D.C. June
7, 2014.
http://anlecongreso.files.wordpress.com/2014/06/programa_versionweb_jun03b.pdf
“Argentina, México y España: traducciones al español entre 1939 y 1975.” University of
Oxford 2013 Conference of the Association of Hispanists of Great Britain and Ireland. Taylor
Institution, University of Oxford. March 27, 2013.
“Camilo José Cela y los intelectuales en el exilio”, IV Simposio Internacional de Hispanistas
“Encuentros 2012”. Instytut Filologii Romanskiej, Uniwersytet Wroclawski, Wroclav,
Poland. November 16, 2012.
Directed student research:
Holmes, Gregory, "Luis García Montero: el poeta y las tradiciones." (Fall 2013- Spring 2014)
Groseclose, Lauren, "La ciudad de Madrid: influencia en escritores del siglo XX." (Fall 2013 - Spring 2014)
Riffe, Alysson, "El microrrelato en la España contemporánea." (Fall 2013)
Reyes, Edwin, "Más allá de las fronteras españolas. Literatura infantil y juvenil del exilio." (Fall 2013)
Nelson, Joshua, "Arte Nuevo: Arte revolucionario." (Fall 2013)
Ferry, Meredith, "Las obras de Carmen Martín Gaite y las mujeres durante y después de la Guerra Civil
española." (Fall 2013)
Strange, Sarah, "Una mirada desconocida: las mujeres escritoras del 27." (Fall 2013)
Egnor, Miho, "La vida es Niebla (Miguel de Unamuno.)" (Fall 2013)
Winkler, William, "Análisis de los símbolos y la mujer en la trilogía de Lorca." (Fall 2013)
2) Service
63
Member of Tenure and Promotion Committee, Department of Modern Languages.
Administered Placement Tests (January 9, April 16, 2012 and January 15, April 15, 2013).
Coordinated SCORES Festival 2012 and SCORES Festival 2013, Spanish and French
Sections, and participated as a professor giving exams of Spanish.
Participed in Lumina Pathways Project.
Committee Member of Evaluation of Textbooks.
Member of Committee for review of supplementation material for the new Spanish textbook
(Spring 2012).
Advised students interested in Spanish Language & Culture Program in Madrid, Spain.
3) Professional development activities, including professional organizations to which you belong
and state, regional, national, and international conferences attended. List any panels on which
you chaired or participated. List any offices you hold in professional organizations.
Member, Modern Languages Association (MLA).
Member, The American Association of Teachers of Spanish and Portuguese (AATSP).
Member, Asociación Internacional de Hispanistas (AIH).
Member, Asociación Alemana de Hispanistas (AAH) / Deutscher Hispanistenverband (DHT)
Member, Asociación Hispánica de Humanidades (AHH).
Member, Association of Hispanists of Great Britain and Ireland (AHGBI).
Member, Asociación Polaca de Hispanistas / Polskie Stowarzyszenie Hispanistów (PSH).
Member, Asociación Canadiense de Hispanistas (ACH).
Member, Ateneo Científico, Literario y Artístico de Madrid.
Member, Institute for Psychological Study of the Arts (IPSA).
4) Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Sabbatical Leave (Fall 2012)
Research at University of Oxford.
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: ____Zelideth Maria Rivas_______________________ Rank: ___Assistant
Professor_________
Status (Check one): Full-time__X__ Adjunct _____ Current MU Faculty: Yes _X__
No ___
Highest Degree Earned: ____Ph.D.______________________ Date Degree
Received: _2009________
Conferring Institution: ______University of California,
Berkeley______________________________
Area of Degree Specialization:
__________________Japanese_____________________________
64
Professional Registration/Licensure:
_____________________________________________________
Field of Registration /Licensure:
_________________________________________________________
Agency:
______________________________________________________________________
______
Number of years at Marshall (can be in either teaching or administration)
__2______
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you
taught. For each course include the year and semester taught (summer through
spring), course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. &
No.
Fall 2012
JPN 203-101
Fall 2012
JPN 203-102
Fall 2012
Title
Enrollment
Intermediate Japanese III
Intermediate Japanese III
9
JPN 304
Japanese Literature in Translation
12
Spring 2013
JPN 204
13
Spring 2013
JPN 281
Spring 2013
JPN 280
Fall 2013
JPN 203-101
Fall 2013
JPN 203-102
Fall 2013
JPN 250
Fall 2013
JPN 481
Spring 2014
JPN 102-201
Spring 2014
JPN 102-202
Spring 2014
JPN 245
Spring 2014
JPN 402
Intermediate Japanese IV
Special Topics: Modern Japanese
Literature in Translation
Special Topics: Manga and Anime
Intermediate Japanese III
Intermediate Japanese III
Manga and Anime
Special Topics: Literature of Asians in the
Americas
Beginning Japanese II
Beginning Japanese II
Modern Japanese Literature in Translation
Advanced Japanese VIII
8
13
14
12
10
17
16
19
5
23
5
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this
document.
65
For each of the following sections, list only events during the period of this review and
begin with the most recent activities.
1)
Scholarship/Research
Publications:
Book Reviews
“Michelle Bigenho’s Intimate Distance: Andean Music in Japan.” The Americas: A Quarterly
Review of Latin American History. 70.2 (October 2013).
Guest Blog
“Food Intersections in Brazil.” Smithsonian Asian Pacific American Center News & Events Blog.
July 22, 2013. http://apanews.si.edu/2013/07/22/food-intersections-brazil/
“Brazilian Pastéis Go Japanese.” Smithsonian Asian Pacific American Center News & Events
Blog. July 15, 2013. http://apanews.si.edu/2013/07/15/brazilian-pasteis-go-japanese/
Under Review
“Songs in the Land of Eternal Summer: Duality in the Japanese-Brazilian Tanka Anthology
Colonia Man’yôshû.” (Conditional acceptance; revise and resubmit)
“Cookies and Baseball: Japan’s Soft Power and Victimhood Nationalism in Hashida Sugako’s
Miniseries.”
“Lost in Japan?: Representations of Japanese-Brazilian Children.”
Works in Progress
Caught In-Between: Competing Nationalisms of the Japanese in Brazil. (Book manuscript in
progress).
Imagining Communities: Asians in the Americas. Ed. Debbie Lee-DiStefano and Zelideth María
Rivas. (Edited volume in progress).
2)
Service
Service to the College:
Film Studies Committee (2014-present)
Committee for Modern Languages Library Acquisitions (2014-present)
Faculty Advisor to Sadô Club at Marshall University (2012-present)
“Using Personal Narratives as Writing Assignments.” Presenter for The Charles Lloyd Spring
Writing Symposium sponsored by the Writing Across the Curriculum Committee (May 2014)
66
“Advice from Newer Faculty.” Panel discussant for New Faculty Orientation at Marshall
University (Fall 2013)
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
American Studies Association
Association of Asian Studies
Association of Asian American Studies
International Association of Inter-American Studies
Latin American Studies Association
Professional Service:
Executive Committee for Asia in the Americas Section of Latin American Studies Association
(2013-present)
Curator for Migrations Lab for the Asian American Literary Review for Mixed Race Initiative
Multi-Institution Synchronous Teaching Program (2013-present)
Advisory Committee for The Asian American Literary Review Mixed Race Initiative (2012present)
Conferences Organized:
March 2014
37th Annual Appalachian Studies Conference: “New Appalachia: Known
Realities and Imagined Possibilities,” Marshall University (Program
Committee Member)
March 2014
Japanese Way of Tea: Ippuku sashiagemasu, Marshall University (Lecture
Organizer and Presenter)
September 2013
Second Symposium on Asians in the Americas, International Studies and
Languages Division, Pepperdine University (Co-organizer)
September 2012
Symposium on Asians in the Americas, Department of Global Cultures
and Languages, Southeast Missouri State University (Co-organizer)
Conferences attended:
2014
Latin American Studies Association
 “Beans, Sugar, and Café: Food, Language, and Japanese Brazilian Migrations of
Culture.” Paper scheduled as part of panel “Globalization, Foodways, and
Development between Asia and the Americas” at 2014 Latin American Studies
Association, “Democracy & Memory,” Palmer House Hilton, Chicago, IL, May
21-24, 2014.
Association for Asian American Studies
67


“One Big Mixed Race Classroom: Mixed Race and Pedagogy Across
Disciplines.” Roundtable discussant scheduled at 2014 Association for Asian
American Studies, “Building Bridges, Forging Movements: Thirty-Five Years of
the Association for Asian American Studies,” San Francisco, CA, April 16-20,
2014. Roundtable organizer.
“Japanese Brazilians, Carnaval, and Performativity.” Paper scheduled as part of
panel “Transpacific Belongings: Minor Subjects and Performativity of Race” at
2014 Association for Asian American Studies, “Building Bridges, Forging
Movements: Thirty-Five Years of the Association for Asian American Studies,”
San Francisco, CA, April 16-20, 2014.
2013
American Studies Association
 “One Big Mixed Race Classroom: New Models for Digital, Transnational, and
Cross-Disciplinary Pedagogy.” Roundtable discussant at 2013 American Studies
Association, “Beyond the Logic of Debt, Towards an Ethics of Collective
Dissent,” Washington, D.C., November 21-24, 2013.
2nd Symposium on Asians in the Americas at Pepperdine University (attended and offered
opening remarks on both days)
Latin American Studies Association
 “Different, but Not Inferior?: The Arrival of Japanese Immigrants to Brazil.”
Paper presented as part of panel “The Oriental Other: the Image of Japan and the
Japanese in Latin America at the Beginning of the 20th Century” at 2013 Latin
American Studies Association, “Towards a New Social Contract?,” Washington,
DC, May 29 – June 1, 2013.
Association for Asian American Studies
 “Mixed is the New Massive: How Mixed Race Offers New Models for Digital,
Global, and Cross-disciplinary Education.” Roundtable discussant at 2013
Association for Asian American Studies, “The Afterlives of Empire,” Seattle,
WA, April 17-20, 2013.
2012
American Studies Association
 “Freedom, abandonment, and empire in Hashida Sugako’s Miniseries.” Paper
presented as part of panel “The Cartographies of US Empire Across History,
Geography, and Nation” at 2012 American Studies Association, “Dimensions of
Empire and Resistance: Past, Present, and Future,” San Juan, Puerto Rico,
November 15-18, 2012.
Critical Mixed Race Studies Conference
 “Representing the discarded children of World War II: the children and
grandchildren of Kiku to Isamu and Haru to Natsu.” Paper presented as part of
panel “Hâfu: Historical and media representations of mixed-race in Japan” at
2012 Critical Mixed Race Studies Conference, De Paul University, Chicago, IL,
November 1-4, 2012. Panel organizer and presenter.
Symposium on Asians in the Americas
68

“On Memory and Loss in Hashida Sugako’s 99-Years of Love.” Paper presented
at 2012 Symposium on Asians in the Americas, Southeast Missouri State
University, September 28-29, 2012.
th
12 International Congress of Japanese Language, Literature, and Culture / 9th
International Conference of Japanese Studies in Brazil (Federal University of Paraná,
Brazil)
 “A memoria de quem?” (Whose memory?) Invited keynote for XXII Encontro
Nacional de Professores Universitários de Língua, Literatura e Cultura Japonesa /
IX Congresso Internacional de Estudos Japoneses no Brasil (12th National
Encounter of University Professors of Japanese Language, Literature, and Culture
/ 9th International Conference of Japanese Studies in Brazil), “Brasil e Japão: Pós
modernidade e Nova Perspectivas” (Brazil and Japan: Post-modernity and New
Perspectives) at Universidade Federal do Paraná, Curitíba, Brazil, August 30-31,
2012. Invited keynote.
Teaching Development:
2013 Completed iPed, “Inquiring Pedagogies”, Marshall University
Completed National Endowment for the Humanities Summer Seminar “Brazilian
Literature: Twentieth-Century Urban Fiction”
2012 Completed New Faculty Seminar on Teaching, Marshall University
Completed Critical Thinking Workshop to become a Critical Thinking professor,
Marshall University
Completed Writing Across the Curriculum Workshop to become a Writing Intensive
professor, Marshall University
Completed New Faculty Orientation and iPed, “Inquiring Pedagogies”, Marshall
University
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Global South Forum
 “Heart-to-heart: Asian and Latin American Cordiality in Literature and Popular
Culture.” Invited speaker for “Global South Forum” at Marietta College, Marietta,
OH, November 15, 2013. Invited speaker.
Smithsonian Asian-Latino Festival 2013
 “Asians in the Americas and Asian Latinos.” Invited speaker for “Thought
Intersections: Asian-Latino Convening”, part of the “Smithsonian Asian-Latino
Festival 2013” at Freer Gallery, Smithsonian Institution Asian Pacific American
Center & Latino Center, Washington, DC, August 8-9, 2013. Invited speaker.
Hapa Japan Festival
 “Lost in Japan: Representations of Japanese-Brazilian Children.” Invited
presenter for “Hapa Japan Festival” at University of Southern California, Los
Angeles, CA, April 2-6, 2013. Invited speaker.
Colloquia on Japanese Studies 2012 (University of São Paulo, Brazil)
 “A memoria de quem?” (Whose memory?). Invited speaker.
69
Awards and Fellowships:
Pickens Queen Teaching Award Recipient for 2013-2014, Marshall University.
Pushcart Prize Nominee for 2013 for “Christina” in “Deck of Cards.” Asian American Literary
Review. 4.2 (Fall 2013).
National Endowment for the Humanities participant in Summer Seminar “Brazilian Literature:
Twentieth-Century Urban Fiction” (2013)
Association for Asian American Studies, East of California Section’s Junior Faculty Workshop
Participant (2013)
Research Grants
West Virginia Humanities Council Fellowship Recipient (2013)
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: _Nancy K. Stump_____________________________ Rank:
___Professor________________
Status (Check one): Full-time__X___ Adjunct _____ Current MU Faculty: Yes _X__
No ___
Highest Degree Earned: ____EDD________________ Date Degree Received:
_1985_____________
Conferring Institution: ___West Virginia
University_________________________________
Area of Degree Specialization: __Curriculum & Instruction:
French______________________________
Professional Registration/Licensure:
_____________________________________________________
Field of Registration /Licensure:
_________________________________________________________
Agency:
______________________________________________________________________
______
70
Number of years at Marshall (can be in either teaching or administration)
__46______
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you
taught. For each course include the year and semester taught (summer through
spring), course number, course title and enrollment. (Expand the table as necessary)
2012
2012
Fall
Fall
Alpha Des. &
No.
FRN 101
FRN 101
2012
2012
2013
2013
2013
2013
2013
2013
2013
2013
2014
2014
2014
2014
Fall
Fall
Spring
Spring
Spring
Spring
Fall
Fall
Fall
Fall
Spring
Spring
Spring
Spring
FRN
FRN
FRN
FRN
FRN
FRN
FRN
FRN
FRN
FRN
FRN
FRN
FRN
FRN
Year/Semester
102
203
102
102
203
204
101
101
203
204
101
102
102
204
Title
Enrollment
Elementary French I
Elementary French I
24
24
Elementary French II
Intermediate French III
Elementary French II
Elementary French II
Intermediate French III
Intermediate French IV
Elementary French I
Elementary French I
Intermediate French III
Intermediate French IV
Elementary French I
Elementary French II
Elementary French II
Intermediate French IV
21
27
13
17
17
23
25
28
23
18
26
23
23
18
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this
document.
______________________________________________________________________
___
For each of the following sections, list only events during the period of this review and
begin with the most recent activities.
1) Scholarship/Research
Stump, N.K. (2014). As-Tu Mes Vetements?. AATF National Bulletin, 39, 21-22.
Additional articles submitted to AATF National Bulletin in 2013:
Stump, N.K. La Figure de Robert. [I have been notified that this article will be
71
published in the November 2014 issue.]
Stump, N.K. La Maison
2) Service
Committee member, departmental committee to determine guidelines and
procedures for distribution of library materials to be obtained through funding
from the Kimbler scholarship (2014)
Administered and graded French I contests for SCORES Festival (2014; 2013)
Administered and graded French placement exams (2014; 2013; 2012)
Committee member, Content Specialization Liaison Committee (2014; Oct.--Dec. 2013)
Committee member, Modern Languages Promotion and Tenure Committee
(Nov.-Dec. 2013)
Committee member, Committee to consider the departmental guidelines for
Promotion and Tenure (2013)
Committee member, Committee to Revise Departmental Criteria for the
Scholarship and Creative Section on the Annual Report (January-April
2013; November-December 2012)
Committee member, Undergraduate Program Liaisons Committee for Initial
Teacher Education ([September] 2013; 2012)
Met with the NCATE board of examiners during their October 2012 visit to
campus
3) Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
American Association of Teachers of French
American Council on the Teaching of Foreign Languages
American Council on the Teaching of Foreign Languages Learning Languages
for Children Special Interest Group
West Virginia Consortium for Faculty and Course Development in International
Studies
4) Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Guest speaker, Daisy Scout Troop, Barboursville, West Virginia. (December 17, 2013)
Recognized by the governor for 45 years of service to West Virginia
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: _Ikuyo Webb_____________________ Rank: __Instructor___
Status (Check one): Full-time__√___ Adjunct _____ Current MU Faculty: Yes __√__
No ___
Highest Degree Earned: __Master’s _____ Date Degree Received: __May 2007_____
Conferring Institution: ____Marshall University__________
72
Area of Degree Specialization: ___Adult and Technical Education____
Professional Registration/Licensure:
_____________________________________________________
Field of Registration /Licensure:
_________________________________________________________
Agency:
______________________________________________________________________
______
Number of years at Marshall (can be in either teaching or administration)
____7____
List courses you taught during the final two years of this review. If you participated in a
team-taught course, indicate each of them and what percentage of the course you
taught. For each course include the year and semester taught (summer through
spring), course number, course title and enrollment. (Expand the table as necessary)
Fall 2012
Fall 2012
Alpha Des. &
No.
CRN 2845
CRN 2846
Fall 2012
Fall 2012
Spring 2013
Spring 2013
Spring 2013
CRN 2847
CRN 2852
CRN 3905
CRN 3906
CRN 3911
Spring 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
CRN 3912
CRN 2910
CRN 2911
CRN 2917
CRN 2920
Spring 2014
CRN 4480
Spring 2014
CRN 4453
Year/Semester
Title
Enrollment
JPN101-101 Elementary Japanese I
JPN101-102 Elementary Japanese I
24
27
JPN101-103 Elementary Japanese I
JPN305-101 Advanced Japanese I
JPN102-201 Elementary Japanese II
JPN102-202 Elementary Japanese II
JPN282-201 SpTp: Japanese
Conversation
JPN315-201 Advanced Japanese II
JPN101-101 Elementary Japanese I
JPN101-102 Elementary Japanese I
JPN305-101 Advanced Japanese I
JPN480-101 SpTp: Japanese
Grammar
FYS100-210 First Yr Sem Critical
Thinking
FYS100-223 First Yr Sem Critical
Thinking
16
10
20
21
11
6
12
24
8
10
20
22
73
Spring 2014
CRN 3210
Spring 2014
CRN 4373
JPN203-201 Intermediate Japanese
III
JPN315-201 Advanced Japanese II
9
6
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this
document.
For each of the following sections, list only events during the period of this review and
begin with the most recent activities.
1) Scholarship/Research
N/A
2) Service
-I attended MDL formal reception for Dr. Kimbler on April 11, 2014
-I assisted with organizing an event for Japan Book Presentation
on January 24, 2014.
-I assisted with grading placement exams for Japanese courses.
-I assisted with the Japan Outreach Coordinator, Ms. Hanah Yamada for various
cultural activities in the community since August 2011 until July 2013.
-I observed Japanese teachers’ classes at Huntington High and Cabell Midland High:
Saki Hiraoka, Azusa Hirano, Yoshie Yokoyama, and Yukina Takahira.
-I assisted with organizing Kyara-ben (Cute character lunch box) making and
competition on campus to let students have extra opportunity to learn about Japanese
food culture on February 23, 2013.
-I assisted with organizing and helped with creating Japanese exams for the Japanese
level 1, 2, 3 exams for SCORES.
-I visited a local Japanese Saturday school’s (West Virginia International School’s)
Japanese sport festival with some of my students in Fall 2013.
-I helped organizing the Japanese tables and demonstrating two songs “Country
Road” and "Anatani" in Japanese as a stage performance with students taking
Japanese courses, Japanese students and Japanese exchange students at 50th
International Festival at Big Sandy Super Arena to promote the Japanese program on
November 9, 2013. Approximately 50 students participated in this song performance
and it was a great success.
-I assisted with the Japanese bake sale as a fund raising activity organized by Japan
Club and tea ceremony club.
-I assisted the student organization, Japan Club’s meetings and events.
-I attended and assisted with leading JPN101 for anime fan for annual anime
convention “Tsubasa-con” at Big Sandy Arena on Oct 12th, 2013.
-I served in the initial phase of the selection process for the 2014 Intensive Summer
Institutes as a reviewer for Critical Language Scholarship (CLS) Program to review
twenty six students’ applications based on the CLS criteria.
-I conducted a Japanese lesson with Japanese Outreach Coordinator, Azusa Hanah
Yamada for 40 homeless children in the Huntington City Mission on July 8th, 2013.
74
-I attended Japanese Summer Immersion Camp training at Cabell County Board of
Education on May 9-10 and presented a basic Japanese cultural lesson for other
facilitators.
-I taught a week long language camp for students from kindergarten to 5th grade at
Guyan Dotte Elementary School, WV in June 10-14, 2013. Almost 100 students
participated in the camp and there were more than 30 students on the waiting list.
-I served as a judge for Japanese speech contest of Georgia Virtual School through
online software called Adobe Connect on November 19th, 2013.
-I assisted with training the Japanese graduate assistant at Marshall University, Nao
Tsurumi, and observed her student teaching class in Fall 2012.
-I observed Japanese teachers’ classes at Huntington High and Cabell Midland High:
Maki Okamoto, Saki Hiraoka, Azusa Hirano, Shinji Kawamitsu, Ayaka Komori,
Yoshie Yokoyama, and Yukina Takahira.
-I assisted with organizing and showing a Japanese film as a part of Modern
Language Department film festival in Fall 2012.
-I assisted with organizing and helped with creating Japanese exams for the Japanese
level 1, 2, 3 exams for SCORES.
-I observed my colleague’s classes: Natsuki Fukunaga Anderson and Nao Tsurumi
and also covered Zeli Rivas's class three times while she was gone for her conference.
-I visited a local Japanese Saturday school’s (West Virginia International School’s)
Japanese sport festival with some of my students in Fall 2012.
-I helped organizing the Japanese tables, making Japanese food, and demonstrating
Japanese song “I love you Japan” in Japanese as a stage performance with students
taking Japanese courses, Japanese students and Japanese exchange students at the
International Festival at Big Sandy Super Arena to promote the Japanese program on
November 3, 2012. Approximately 50 students participated in this song performance
and it was a great success.
-I assisted with the Japanese bake sale and Japan Earthquake Relief Fund as a fund
raising activity organized by Japan Club and tea ceremony club.
-I assisted the student organization, Japan Club’s meetings and events.
-I attended and assisted with leading JPN101 for anime fan for annual anime
convention “Tsubasa-con” at Big Sandy Arena on Oct 12th, 2012.
-I served in the initial phase of the selection process for the 2013 Intensive Summer
Institutes as a reviewer for Critical Language Scholarship (CLS) Program to review
thirty eight students’ applications based on the CLS criteria.
-I assisted with choosing 23 high school students in Cabell county for Kizuna Project
and attended all of the meetings in May through October.
-I attended Japanese Summer Immersion Camp training in Morgantown on May 2122 and taught a week long language camp for students from kindergarten to 5th grade
at Guyan Dotte Elementary School, WV in June 18-22, 2012. Almost 60 students
participated in the camp and there were more than 30 students on the waiting list.
-I assisted with organizing an event called "Japan Day-Voices from Japan" and
observed presentations conducted by U.S. high school students who participated in
Kizuna Project in summer 2012 and Japanese students from the disaster area on
October 14, 2012 Sunday.
3)
Professional development activities, including professional organizations to which you belong and
75
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Conference Attendance, "SEATJ (Southeast Association of Teachers of Japanese) Annual Conference,"
University of North Carolina, Charlotte, NC, USA. (February 22-23, 2014).
Faculty Institute: First Year Seminar in Critical Thinking, "Faculty Institute: First Year Seminar in Critical
Thinking," Marshall University, Huntington, WV, USA. (October 19, 2013 - January 5, 2014).
I joined a faculty institute for FYS organized by the Center for Teaching & Learning and the Office of
First Year Seminar to develop an effective interdisciplinary course design.
Conference Attendance, "Marshall University Teaching Conference," Marshall University, Huntington,
WV, USA. (August 20, 2013).
Conference Attendance, "College of Liberal Arts Undergraduate/graduate creativity and research
conference," Marshall University, Huntington, WV, USA. (April 11, 2013 - April 12, 2013).
I attended annual COLA creativity and research conference and observed student's presentation,
mainly Japanese major students
Conference Attendance, "Marshall University Teaching Conference," Marshall University, Huntington,
WV, USA. (August 21, 2012).
I attended several presentations and workshops related to my teaching field.
Conference Attendance, "College of Liberal Arts Undergraduate/graduate creativity and research
conference," Marshall University, Huntington, WV, USA. (April 12, 2012 - April 13, 2012).
I attended annual COLA creativity and research conference and observed student's presentation,
mainly Japanese major students
American Council on the Teaching of Foreign Languages (ACTFL). (November 15, 2008 - Present).
Association of Teachers of Japanese (ATJ). (March 15, 2008 - Present).
3) Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Guest speaker at Nichols Elementary School, on May 12 & 15, 2014.
Appendix II (New Sheet)
Faculty Data Sheet – information should come from Digital Measures
(Information for the period of this review)
Name: Joshua D. Wimmer
Rank: None
Status (Check one): Full-time_____ Adjunct X Current MU Faculty: Yes ___
Highest Degree Earned: M.A.
Date Degree Received: 05/10/2012
Conferring Institution: Marshall University
Area of Degree Specialization: Latin
Professional Registration/Licensure: None
Field of Registration /Licensure: N/A
No X
76
Agency: N/A
Number of years at Marshall (can be in either teaching or administration)
two (2)
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Year/Semester
Alpha Des. & No.
Fall 2012
Spring 2013
Fall 2013
Spring 2014
CL 232
CL 234
CL 234
LAT 102/CL 230
Title
Ancient Greek & Roman Drama
Greek & Roman Poetry
Greek & Roman Poetry
Beginning Latin II/Greek & Roman Epic
Enrollment
28
26
30
10/30
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
For each of the following sections, list only events during the period of this review and begin with the most
recent activities.
1)
2)
3)
4)
Scholarship/Research
Service
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Awards/honors (including invitations to speak in your area of expertise) or special
77
78
Appendix Ia
Teaching Assistant Data Sheet
Course
No.
GTA Name
Course Name
(e.g. 101)
Year 1
2009- 2010
Year 2
2010- 2011
Year 3
2011- 2012
Year 4
2012-2013
Year 5
2013-2014
Su
Su
Su
Su
Su
Fa
Sp
Fa
Sp
Fa
Sp
Fa
Sp
Fa
Complete graduate teaching assistant’s name; course number and course name taught; indicate enrollment in the semesters taught.
Expand table as needed.
Appendix III
Students’ Entrance Abilities for Past Five Years of Graduates: BA in Foreign Languages
Year
n
2009-2010
Latin = 1
Japanese = 5
French = 5
German = 2
Spanish = 9
Total = 22
Latin = 3
Japanese = 11
French = 6
German = 1
Spanish = 8
Total = 29
Latin = 1
Japanese = 12
French = 4
2010-2011
2011-2012
Mean High
School GPA
3.68 (n = 19)
Mean ACT
Mean SAT Verbal
625.71 (n = 7)
Mean SAT
Quantitative
601.43 (n = 7)
Mean SAT
Writing
--
25.67 (n = 15)
3.46 (n = 26)
23.72 (n = 22)
558 (n = 10)
555 (n = 10)
--
3.30 (n = 18)
23.07 (n = 15)
568 (n = 5)
536 (n = 5)
--
Sp
79
2012-2013
2013-2014
German = 0
Spanish = 1
Total = 18
Latin = 1
Japanese = 9
French = 8
German = 1
Spanish = 9
Total = 28
Latin = 2
Japanese = 6
French = 2
German = 1
Spanish = 11
Total = 22
3.77 (n = 25)
26.36 (n = 20)
609.99 (n = 14)
561.42 (n = 14)
636.44 (n = 14)
3.38 (n = 17)
23.15 (n = 13)
570 (n = 6)
528.83 (n = 6)
530 (n = 6)
.
Appendix IV
Exit Abilities for Past Five Years of Graduates: BA in Foreign Languages
Year
n
Mean GPA
2009-2010
Latin = 1
Japanese = 5
French = 5
German = 2
Spanish = 9
Total = 22
Latin = 3
Japanese = 11
French = 6
German = 1
Spanish = 8
Total = 29
Latin = 1
Japanese = 12
French = 4
3.45
2010-2011
2011-2012
3.33
3.33
Licensure Exam
Results
Certification Test
Results
Other Standardized
Exam Results
80
2012-2013
2013-2014
German = 0
Spanish = 1
Total = 18
Latin = 1
Japanese = 9
French = 8
German = 1
Spanish = 9
Total = 28
Latin = 2
Japanese = 6
French = 2
German = 1
Spanish = 11
Total = 22
3.49
3.35
Appendix V: Assessment Summary
Assessment Summary
Component Area/Program/Discipline: BA in Foreign Languages (Latin Major)______________________________
Program Level
Program’s Student
Learning Outcomes
Students will demonstrate
facility with reading and
translating Latin language
and literature.
Assessment Measures
(Tools)
Assessment Point 1
Latin 204: Final Exam
Standards/Benchmark
Milestone
Results/Analysis
Our students are on the
whole doing as they should
in this area, and, taken
over the years we have
data from the new style of
assessment, getting better.
All of our majors received
As in Latin 204. As
the data demonstrate,
some of our majors are
exceptional students as far
as their English mastery is
concerned, they also
Action Taken to improve
the program
We are maintaining the
rigor of our Latin
instruction, and
encouraging the
interpersonal,
extracurricular elements of
the program, such as the
Classical Association, Eta
Sigma Phi (the Classics
honorary society), and
study groups.
81
Students will produce
nuanced and sensitive
interpretations of Latin
language and literature
with respect to cultural,
literary and historical
contexts.
Students will effectively
read aloud Latin poetry
and prose with respect to
pronunciation and
inflection.
Students will communicate
happen to be
either returning students or
late-college major
switches, so they likely
have had more experience
with English. Also, the
peer group of the students
has helped encourage the
students in a virtuous
circle, and this has
improved over the years.
This has stayed strong, all
of our students performing
at the capstone level, and
a few at advanced
Assessment Point 2
Latin 480: Final Exam, Final
Paper
Capstone
Assessment Point 1
Latin 204: Final Exam
Milestone
As above
Assessment Point 2
Latin 480: Final Exam, Final
Paper
Assessment Point 1
Latin 204: Final Exam
Capstone
As above
Milestone
Some of the faculty have
put greater emphasis on
pronunciation in this area
Assessment Point 2
Latin 480: Final Exam, Final
Paper
Assessment Point 1
Capstone
Our students have been
mixed in this area, but it is
difficult to tell how much of
it is related to general
speech modesty.
Appropriate year on year
Milestone
As above
As above
We have introduced a new
capstone course in the
course of the study, and
the polishing as well as
pre-professional training
has brought our students
to the level we intended
As above. Also to note, in
204 we have introduced a
‘podcast’ project in which
students broadcast their
interpretations through a
wordpress page. The
(admittedly scanty)
feedback from nonMarshall observers has
been good.
As above
None needed
82
effectively in speech.
Students will articulate the
connections between
language and culture;
identify language and
literature as the expression
of ancient and modern
cultural values and norms.
Students will exploit
technological skills that will
enhance the learning and
teaching experience.
Latin 204: Final Exam
Assessment Point 2
Latin 480: Final Exam, Final
Paper
Assessment Point 1
Latin 204: Final Exam
Assessment Point 2
Latin 480: Final Exam, Final
Paper
Assessment Point 1
Upper Division Latin: Final
Paper
Assessment Point 2
Latin 480: Final Paper
Capstone
As above
Milestone
As above
As part of our new
capstone students must
present at the
undergraduate research
and creativity conference
As above
Capstone
As above
As above
As above
As above, qv podcast
project
As above
As above; we have
increased access to
electronic databases as of
F14, so continued upward
trends are expected.
Program Assessment Rubrics: BA in Foreign Languages (Latin Major)
Program Learning Outcome 1: Students will demonstrate facility with reading and translating Latin language and literature.
83
Traits
Word Choice
Introductory
Student looks up word
forms as presented in a
Latin text in lexicon
Performance Levels
Milestone
Capstone
Student looks up
Student looks up
appropriate verbal or
appropriate verbal or
nominal stem in dictionary
nominal stem in dictionary
and finds appropriate word
for context
Latin Grammar
Student sometimes
recognizes grammatical
forms of but may confuse
similar morphology in
different parts of speech
Student frequently
recognizes grammatical
forms, and sometimes
recognizes clause-length
grammatical constructions
Student correctly
recognizes grammatical
forms and clause-length
grammatical constructions
English Grammar
Student produces
translations that mirror the
Latin word order and/or
students improperly
adduce translations by
assuming a Latin author
follows a English word
order
Student sometimes
articulates the point of a
sentence
Student produces
translations that frequently
suit English word order
while reflecting the
underlying Latin grammar
Student produces
translations that suit
English word order while
reflecting the underlying
Latin grammar
Student frequently
articulates the point of a
sentence and sometimes
articulates the point of a
passage
Student articulates the
point of a sentence and
frequently articulates the
point of a passage
Comprehension
Advanced
Student looks up
appropriate verbal or
nominal stem in dictionary
and finds appropriate word
for context after
considering genre and time
period of other definitions
Student correctly
recognizes grammatical
forms and clause-length
grammatical constructions
and can correctly state an
author’s preferred
constructions
Student produces flowing
translations that reflect the
Latin word order while
conveying the concepts of
the passage in
idiomatically and
semantically appropriate
English
Student articulates the
point of a passage and
draws connections
between syntactic and
thematic similarities
throughout the passage.
Program Learning Outcome 2: Students will produce nuanced and sensitive interpretations of Latin language and literature with respect to
cultural, literary and historical contexts.
84
Traits
Issues
Introductory
Under direction of the
instructor, student
sometimes spots cultural,
literary, or historical
contexts for a passage
Research
Student looks in a single
source for information
regarding cultural, literary,
or historical contexts for a
passage
Organization
Student generates a onetwo sentence summary of
a single cultural, literary,
and historical context of a
passage within an oral or
written interpretation of a
passage
Performance Levels
Milestone
Capstone
With the assistance of a
Student frequently spots
commentary, students
cultural, literary, or
frequently spots sometimes historical contexts for a
spots cultural, literary, or
passage
historical contexts for a
passage
Student looks in a multiple
Student looks in multiple
sources for information
professional sources for
regarding cultural, literary,
information and presents
or historical contexts for a
their findings regarding
passage
cultural, literary, or
historical contexts for a
passage
Student generates
paragraph length summary
of a multiple cultural,
literary, and historical
contexts of a passage
within an oral or written
interpretation of a passage
Student generates thesis
paper interpreting a
passage, including multiple
cultural, literary, and
historical contexts of a
passage
Advanced
Student articulates the
implications of cultural,
literary, or historical
contexts for a passage
Student looks in multiple
professional sources and is
able to synthesize the
findings into a coherent
picture regarding the for
information regarding
cultural, literary, or
historical contexts for a
passage
Student generates thesis
paper interpreting a
passage, including multiple
cultural, literary, and
historical contexts of a
passage and the
interconnections between
these issues and issues or
texts not covered in class.
Program Learning Outcome 3: Students will effectively read aloud Latin poetry and prose with respect to pronunciation and inflection.
85
Traits
Pronunciation
Inflection
Introductory
Student sometimes reads
with appropriate
consonant, vowel,
diphthong, and accent
production
Student reads with
attention to the flow of a
clause and the ending
punctuation of the
sentence
Performance Levels
Milestone
Capstone
Student often reads with
Student usually reads with
appropriate consonant,
appropriate consonant,
vowel, diphthong, and
vowel, diphthong, and
accent production
accent production
Student reads with
attention to the flow of the
sentence.
Program Learning Outcome 4: Students will communicate effectively in speech.
Student reads with
attention to flow of the
sentence, paragraph, and
section; rhythm and
inflection conveys meaning
and structure
Advanced
Student always reads with
appropriate consonant,
vowel, diphthong, and
accent production
Student reads with
attention to flow of the
sentence, paragraph, and
section; rhythm and
inflection conveys meaning
and structure as well as
appropriate emotional and
intellectual content
86
Traits
Structure
Inflection
Introductory
Delivers remarks that contain
many different ideas, some
pertinent to the point at hand
Student reads with attention to
the flow of the sentence.
Performance Levels
Milestone
Capstone
Delivers remarks that contain
Delivers remarks with ideas
many different ideas, most
pertinent to the point at hand
pertinent to the point at hand
that are structured to flow in a
logical fashion
Student reads with attention to Student reads with attention to
flow of the sentence,
flow of the sentence,
paragraph, and section;
paragraph, and section;
rhythm and inflection conveys
rhythm and inflection conveys
meaning and structure
meaning and structure as well
as appropriate emotional and
intellectual content
Visual Aids
Student produces a handout
or display
(PowerPoint/prezi/poster)
containing information
relevant to the topic at hand
Student produces a handout
or display
(PowerPoint/prezi/poster)
containing all information
relevant to the topic at hand
Student produces a handout
or display
(PowerPoint/prezi/poster)
containing all information
relevant to the topic at hand
and integrates the information
into the presentation
Extemporaneity
Responds to questions asked
with some relevant
information
Responds to questions asked
with only relevant information
Structures a response with
relevant information organized
to effectively answer the
question
Student presents material
audibly
Student presents material with
little to no halting to the voice,
using infrequent eye contact
and hand gestures
Student presents the material
in a fluid and lively way,
maintaining eye contact,
utilizing good hand gestures
Action
Advanced
Delivers concise remarks
organized to respond to the
point at hand efficiently and
effectively
Student reads with attention to
flow of the sentence,
paragraph, and section;
rhythm and inflection conveys
meaning and structure as well
as appropriate emotional and
intellectual content. Student
no longer sounds as if student
is reading a paper
Student produces a handout
or display
(PowerPoint/prezi/poster)
containing all information
relevant to the topic at hand
and integrates the information
into the presentation efficiently
and effectively.
Structures a response with
relevant information organized
to effectively answer the
question in the most succinct
fashion
Student presents the material
in a fluid and lively way,
maintaining eye contact,
utilizing good hand gestures
and speaks with little
dependence on the text
Program Learning Outcome 5: Students will articulate the connections between language and culture; identify language and literature as the
expression of ancient and modern cultural values and norms.
87
Traits
Evidence
Introductory
Student can define different
genres of literature and types
of evidence (literary, material,
epigraphic, etc.)
Performance Levels
Milestone
Capstone
Articulates differences in
Articulates differences in
types of evidence (literary,
types of evidence (literary,
material) and how the generic
material) and how the generic
differences contribute to
differences contribute to
meaning
meaning, and can list different
scholarly theories regarding
the effect of differences to
meaning
Cultural specificity
Identifies the differences
between one ancient and
modern cultural norm and
hypothesizes how the
difference works in the
modern world.
Identifies the differences
between ancient and modern
cultural norms and how
specific ideas work in specific
cultures
Identifies the differences
between ancient and modern
cultural norms and how
specific ideas work in specific
cultures, and hypothesizes
whether there are connections
between the two cultures
Literary reflection
Identifies an element of an
literary product that reflects a
cultural facet
Identifies multiple elements of
an literary product that reflect
cultural facets
Identifies multiple elements of
an literary product that reflect
cultural facets and presents a
scholarly opinion regarding
the above
Literary inflection
Articulates how an element of
a literary product of an
individual author may change
a culture
Articulates how many
elements of literary products
of an individual author may
change a culture
Articulates how many
elements of literary products
of an individual author may
change a culture and presents
a scholarly opinion regarding
the above
Advanced
Articulates differences in
types of evidence (literary,
material) and how the generic
differences contribute to
meaning, and can list different
scholarly theories regarding
the effect of differences to
meaning, synthesizes the
above to create own
hypotheses.
Identifies the differences
between ancient and modern
cultural norms and how
specific ideas work in specific
cultures, hypothesizes
whether there are connections
between the two cultures,
articulates some scholarly
opinions about the above
Identifies multiple elements of
an literary product that reflect
cultural facets presents a
scholarly opinion regarding
the above, and synthesizes
the above to create own
opinion
Articulates how many
elements of literary products
of an individual author may
change a culture and presents
a scholarly opinion regarding
the above and synthesizes the
above to create own opinion
Program Learning Outcome 6: Students will exploit technological skills that will enhance the learning and teaching experience.
88
Traits
Research
Production
Introductory
Identifies multiple online
resources and databases
that may be used in
research
Produces typed papers
with few errors of
formatting and style
Performance Levels
Milestone
Capstone
Identifies multiple online
Identifies multiple online
resources and databases
resources and databases
that may be used in
that may be used in
research and articulates
research and articulates
the strengths and
the strengths and
weaknesses of those
weaknesses of those
sources
sources and incorporates
information from those
sources in research
Produces typed papers
Produces typed papers
with no errors of formatting that accord with style
and style
sheets
Advanced
Identifies multiple online
resources and databases
that may be used in
research and articulates
the strengths and
weaknesses of those
sources and incorporates
the best information from
those sources in research
Produces typed papers
that accord with style
sheets and all conventions
of Classics in relation to
citation, ancient and
modern text.
Appendix V: Assessment Summary
Assessment Summary
Component Area/Program/Discipline: BA in Foreign Languages (French Major)___________________________
Program Level
Program’s Student
Learning Outcomes
Students will analyze the
main ideas of complex
texts on both concrete and
abstract topics.
Students will produce
clear, detailed text on a
wide range of subjects.
Assessment Measures
(Tools)
Assessment Point 1
FRN 305: Linguistics/Cultural
Analysis
Standards/Benchmark
Milestone
Assessment Point 2
FRN 417: Research paper
and presentation
Capstone
Assessment Point 1
FRN 323: Writing assignments
of various natures.
Milestone
Results/Analysis
75% of students scored
well on concrete topics;
85% of students scored
well on abstract topics.
75% of students scored at
the capstone or advanced
level for concrete topics;
90% of students scored at
the milestone or capstone
level for abstract topics.
75% of students scored on
the intro level, and 25% of
students scored on the
Action Taken to improve
the program
More attention will be paid
to analysis of concrete
topics.
Strategies need to be
introduced to improve
organizational skills.
89
Assessment Point 2
FRN 404: Scholarly research
papers.
Capstone
Students will evaluate a
viewpoint on a topical
issue, giving the
advantages and
disadvantages of various
options.
Assessment Point 1
FRN 305: Film report analysis
Milestone
Assessment Point 2
FRN 404: Play analysis
Capstone
Students will interact with
native speakers with a
degree of fluency and
spontaneity.
Assessment Point 1
FRN 204: Spoken and written
interactions with natives
Milestone
Assessment Point 2
FRN 323: Spoken and written
interactions with natives
Capstone
milestone level.
75% of students scored on
the milestone level; 25% of
students scored on the
capstone level.
50% of students scored at
the intro or milestone level;
50% of students scored on
the capstone or advanced
level.
30% of students scored at
the milestone level; 70% of
students scored at the
capstone or advanced
level.
For spoken
communication, 75% of
students scored at
milestone level and 25% of
students at capstone level.
For written communication
40% scored on milestone
level, 50% on capstone
level and 10% on
advanced level.
For spoken
communication, 40%
scored on milestone level,
50% on capstone level and
10% on advanced level.
For written results 60%
scored on milestone level,
and 40% scored on
capstone level.
Results show good grasp
of multiple viewpoints on
topical issues.
More emphasis needed to
reach capstone level in
evaluations of viewpoints.
Excellent results.
More emphasis needs to
be put on writing at the
capstone level.
Program Assessment Rubrics: BA in Foreign Languages (French Major)
Program Learning Outcome 1: Students will analyze the main ideas of complex texts on both concrete and abstract topics.
90
Traits
Concrete Topics
Abstract Topics
Introductory
Identify main ideas.
Identify main ideas.
Performance Levels
Milestone
Capstone
Explain main ideas
Analyze main ideas
Explain main ideas
Analyze main ideas
Program Learning Outcome 2: Students will produce clear, detailed text on a wide range of subjects.
Traits
Performance Levels
Introductory
Milestone
Capstone
Organization
Identifies and uses basic
Applies key organizational
Fully develops the
organizational principles
principles in
organization of the
communication
communication in a
cohesive manner
Diction
Chooses commonplace
Chooses vocabulary that
With the audience in mind,
vocabulary that conveys
conveys the intended
chooses a varied
the intended meaning of
meaning of his/her
vocabulary that conveys
his/her communication
communication
the intended meaning of
the communication
Communication Style
Communication has only a
Communication is virtually
Uses complex and varied
few (but noticeable) errors
free of mechanical, stylistic sentence styles, concepts,
in style, mechanics, or
or other issues that might
or visual representations
other issues that might
distract from the message.
distract from the message.
Advanced
N/A
N/A
Advanced
N/A
Chooses lively,
imaginative, memorable,
and compelling vocabulary,
skillfully communicating
meaning to the audience
Creates a distinctive
communication style by
combining a variety of
materials, ideas, or visual
representations
Program Learning Outcome 3: Students will evaluate a viewpoint on a topical issue, giving the advantages and disadvantages of various options.
Traits
Performance Levels
Introductory
Milestone
Capstone
Advanced
Various Viewpoints
Explains author’s viewpoint Compares and contrasts
Evaluates the merits of
N/A
author's viewpoint with at
competing viewpoints on
least one other.
the issue
Program Learning Outcome 4: Students will interact with native speakers with a degree of fluency and spontaneity.
91
Traits
Spoken Communication
Written Communication
Introductory
Identify main ideas.
Basic interaction on
Facebook
Performance Levels
Milestone
Capstone
Students ask basic
Students ask more
informational questions to
complex cultural questions
native speakers
Participating in writing
Participating in writing
activities simulating social
activities that stimulate the
situations
exchange of ideas
Advanced
Students engage in
dialogues with native
speaker
N/A
Program Assessment, B.A. German
Program’s Student
Learning Outcomes
Speaking:
Completing basic
tasks in the target
language with reasonable
accuracy, and no serious
lack of comprehension
by native speakers.
Examples of this would
include ordering meals,
traveling, making
purchases,
communicating on basic
medical needs, securing
lodging, describing
familiar situations
(family, daily routines,
etc.)
Assessment Measures
(Tools)
Standards/Benchmark Results/Analysis Action
Taken to
Improve the
Program
Assessment Point 1: Successful
Milestone
In the period
We will
completion of German 204 or a
2012-2013, two
continue to
comparable background (as approved
students
stress the
by the program)
completed the
importance of
major in
class
German.
attendance,
Although their
preparation
Assessment Point 2: Completion of Capstone
course
and
required hours in German with the
experience was
participation.
successful completion of an
somewhat
Students are
approved Capstone project.
different, both
also being
achieved
encouraged to
excellent results consider
at both the
pursuing one
milestone and
of the study
capstone levels. abroad
One graduated
opportunities
with an overall
recently
92
Writing:
Communicating
in simple sentences with
relatively few
grammatical errors on
familiar subjects ranging
from travel to daily life,
etc.
Assessment Point 1: Successful
Milestone
completion of German 204 or a
comparable background (as approved
by the program)
Assessment Point 2: Completion of
required hours in German with the
successful completion of an
approved Capstone project.
Capstone
GPA of 3.76 and
4.00 in German;
the other
graduated with
an overall GPA
of 3.68 and 3.82
in German.
added which
will help
enhance all of
the skill sets.
Student
capstone
projects were
different and
reflected student
interests as well
as
interdisciplinary
approaches to
subject matter.
One student
worked in the
fields of
literature,
history, and
psychology to
produce a paper
on the GermanJewish writer
Franz Kafka.
The other
worked with
film, literature
and sociology to
produce a paper
Given the
acknowledged
complexity of
German
vocabulary
and grammar
we are
encouraged
by the results,
but continue
to stress the
importance of
student
preparation
and study.
Students must
be prepared to
devote an
appropriate
amount of
time to the
subject to
achieve
satisfactory
results.
93
Listening Comprehension:
Understanding
simple conversations on
familiar topics. Generally
listening comprehension
may surpass the speaking
and writing abilities of
the student.
Assessment Point 1: Successful
Milestone
completion of German 204 or a
comparable background (as approved
by the program)
Reading:
Capable of
reading simple stories
and texts with
annotations and
vocabulary offered for
unfamiliar structures and
words. Examples of this
could include advanced
children’s stories
(Grimm’s Fairy Tales)
and graded texts on
cultural subjects.
Assessment Point 1: Successful
Milestone
completion of German 204 or a
comparable background (as approved
by the program)
Assessment Point 2: Completion of
required hours in German with the
successful completion of an
approved Capstone project.
Assessment Point 2: Completion of
required hours in German with the
successful completion of an
approved Capstone project.
Capstone
Capstone
on myth and
interpretation in
the realm of
German
supernatural
representations.
Although not
directly involved
in capstone
projects, the
ability to
comprehend and
understand the
language in aural
form was
essential in the
students’
projects.
Clearly reading
was stressed in
student capstone
projects, as was
the ability the
analyze texts of a
complex nature.
(See results
posted under
Speaking
rubric.)
Upperdivision
courses
continue to
offer students
a wide variety
of reading
opportunities
and
experiences.
We encourage
students who
have
performed
especially
94
Culture:
Aware of
basic differences between
German-speaking cultures and
the American environment
including those pertaining to
daily activities as well as those
applied to more specific
circumstances such as would be
found in history, the arts, and
social and intellectual settings.
Assessment Point 1: Successful
Milestone
completion of German 204 or a
comparable background (as approved
by the program)
Assessment Point 2: Completion of
required hours in German with the
successful completion of an
approved Capstone project.
Capstone
Culture was an
essential trait in
the successful
completion of
student capstone
projects. This
was partially
obtained through
the coursework
completed and
through research
directly
pertaining to the
projects
themselves.
well at
reading to
consider
continuing
their studies
in such
courses.
Culture is an
essential and
integral part
of foreign
language
learning and
will continue
to be a
significant
component of
the program
at all levels. It
is imperative
that students
become as
familiar and
comfortable
with the
culture of the
language as
they are with
grammar and
vocabulary, if
they are to
become truly
proficient in
95
that language.
ASSESSMENT IN GERMAN: Rubrics
Program Learning Outcome 1: Students will
Traits
Performance Level
Introductory (204)
Capstone
Completing basic tasks in the
Speaking:
target language with
reasonable accuracy, Examples
of this would include ordering
meals, traveling, making
purchases, communicating on
basic medical needs, securing
lodging, describing familiar
situations (family, daily
routines, etc.)
Writing:
Communicating in simple
sentences with relatively few
grammatical errors on familiar
subjects ranging from travel to
daily life, etc.
Listening Comprehension:
Understanding simple
Milestone
The tasks outlined for German
204 apply
here as well but with a greater
degree of
complexity plus the ability to
talk about some
cultural and social topics
(report on customs,
and traditions with reasonable
accuracy), as
well as handle a basic
interview focusing on
familiar themes.
The capstone requires that
students have completed a
project (generally of their own
devising, subject to approval of
the supervising instructor) that
exhibits a level of mastery in
all the traits although they may
not all be applied equally in
the submitted result. Since
course offerings vary in a way
that prevents all students from
having identical exposure to
material, this is a necessary
consequence.
The tasks outlined for German (contd.) Nevertheless, it is
204 apply here as well but with expected that the resulting
a greater degree of complexity submission will attest to the
plus the ability to write simple student’s competencies in
letters, and reports (with
speaking, writing, listening
assistance of a dictionary for
comprehension, reading,
unfamiliar terms) as well as
grammatical constructions,
simple descriptions.
and culture.
The tasks outlined for German
(contd.) The project is
96
conversations on familiar
topics. Generally listening
comprehension may surpass
the speaking and writing
abilities of the student.
204 apply here as well but with
a greater degree of complexity
plus the ability to understand
simple broadcasts (radio and
television) on familiar topics,
and decipher simple song
lyrics when heard repeatedly.
evaluated in light of what the
student is expected to be
capable of achieving under the
circumstances of limited
exposure to diverse instructors,
and varying course content.
Reading:
Capable of reading simple
stories and texts with
annotations and vocabulary
offered for unfamiliar
structures and words.
Examples of this could include
advanced children’s stories
(Grimm’s Fairy Tales) and
graded texts on cultural
subjects.
The tasks outlined for German
204 apply here as well but with
a greater degree of complexity
plus general literature,
newspaper and magazine
articles (with assistance of a
dictionary for unfamiliar
terms).
(contd.) The actual level of
proficiency in all traits will be
expected to vary somewhat
from student to student, but
should reflect an ability greater
than both the Introductory
and the Milestone
qualifications. This is dictated
again in part by the courses the
student has completed and in
part by the subject of the
capstone project itself.
Grammatical constructions:
verbs (indicative) in present
and past tenses; all noun and
pronoun cases; use of
adjectives, adverbs,
prepositions, and conjunctions;
basic German syntax
(statements, questions,
dependent clauses,
commands).
The tasks outlined for German
204 apply here as well but with
a greater degree of complexity
plus: verbs (subjunctive and
passive voice); numerous
idiomatic constructions; more
complex syntax (longer
sentences with multiple
clauses).
(contd.) Since capstone
projects may not fit well with
concurrent courses, oral
presentations may not be
required or expected. Likewise
because to the divergent nature
of courses students complete
during their studies, portfolios
are not a required part of the
capstone.
97
Culture:
Students should have an
understanding of significant
cultural information as
introduced in the various
classes.
Students should have an
understanding of significant
cultural information as
introduced in the various
classes. This should be beyond
that achieved in German 204.
(contd.) Given what has
already been stated here, there
is no easy or ideal way to
compare all student
achievement at the capstone
level. Results will vary.
However, to be successful at
the capstone level, students
must demonstrate beyond
question appropriate
competency.
Program Name: Japanese Program in Modern Languages
Program Contact: Natsuki Anderson
Results for Capstone students, AY 2012-2013 and 29013-2014.
Learning Outcome
Speaking
Assessment
Measure
Capstone
Presentation
Standards/Benchmark Results/analysis
Capstone
Reading/Comprehension Capstone research
Capstone
Writing
Capstone paper
Capstone
Listening
Capstone class
(taught in Japanese)
Capstone
Milestone 3;
Capstone: 4;
Advanced: 7.
Milestone 2;
Capstone: 3;
Advanced: 9
Milestone 2;
Capstone: 3;
Advanced: 9
Milestone 3;
Capstone: 3;
Advanced: 8
Action Taken to
improve program
Students are
performing at
acceptable levels
Students are
performing at
acceptable levels
Students are
performing at
acceptable levels
Students are
performing at
acceptable levels
98
Rubric #1
1st Learning Outcome: Students will demonstrate
Traits/ Performance Levels
Introductory
Speaking
Reading/Comprehension
an intermediate high level of overall communicative ability in Japanese
Demonstrate ability to
handle successfully a
limited number of
uncomplicated
communicative tasks by
creating with the
language in
straightforward social
situations. Conversation
is restricted to some of
the concrete exchanges
and
predictable topics
necessary for survival in
the target language
culture.
Demonstrate ability to
understand some
information from the
simplest connected texts
dealing with a limited
number of personal and
social needs, although
there may be frequent
misunderstandings.
Milestone
Capstone
Advanced
Demonstrate ability to
handle successfully a
variety of uncomplicated
communicative tasks in
straightforward social
situations. Conversation
is generally limited to
those predictable and
concrete exchanges
necessary for survival in
the target culture.
Demonstrate ability to
converse with ease and
confidence when
dealing with most
routine tasks and social
situations of the
Intermediate level.
They are able to handle
successfully many
uncomplicated tasks
and social situations
requiring an exchange
of basic information.
Demonstrate ability to
handle a variety of
communicative tasks,
although somewhat
haltingly at times. They
participate
actively in most
informal and a limited
number of formal
conversations on
activities.
Demonstrate ability to
understand short, noncomplex texts that
convey basic
information and deal
with basic personal and
social topics to which
the reader brings
personal interest or
knowledge, although
some
misunderstandings may
occur.
Demonstrate ability to
understand fully and
with ease short, noncomplex texts that
convey basic
information and deal
with personal and
social topics to which
the reader brings
personal interest or
knowledge.
Demonstrate ability to
understand conventional
narrative and
descriptive texts with a
clear underlying
structure though their
comprehension may be
uneven. These texts
predominantly contain
high-frequency
vocabulary
and structures.
99
Writing
Demonstrate ability to
meet some limited
practical writing needs.
They can create
statements and formulate
questions based on
familiar material. Most
sentences are learned
vocabulary and
structures.
Demonstrate ability to
meet a number of
practical writing needs.
They can write short,
simple communications,
compositions,
descriptions.
Listening
Demonstrate ability to
understand some
information from
sentence-length speech,
one utterance at a time,
in basic personal and
social contexts, though
comprehension is often
uneven.
Demonstrate ability to
understand simple,
sentence-length speech,
one utterance at a time,
in a variety of basic
personal and social
contexts.
Demonstrate ability to
meet all practical
writing needs such as
taking notes on familiar
topics, writing
uncomplicated letters,
simple summaries, and
compositions related to
work, school
experiences, and topics
of current and general
interest.
Demonstrate ability to
understand, with ease
and confidence, simple
sentence-length speech
in basic personal and
social contexts.
Rubric #2
2nd Learning Outcome: Students
Demonstrate ability to
meet basic work and/or
academic writing needs,
produce routine social
correspondence, write
about familiar topics by
means of narratives and
descriptions of a factual
nature, and write simple
summaries.
Demonstrate ability to
understand short
conventional narrative
and descriptive texts
with a
clear underlying
structure though their
comprehension may be
uneven.
will demonstrate in-depth knowledge of Japanese culture by analyzing social and cultural issues of
Japan comparing them with the US through developing research projects on chosen topics. (Cultural Understanding)
Introductory
Milestone
Capstone
Advanced
Traits/ Performance
Levels
Issue/problem to be
Understanding of
Issue/problem to be
Issue/problem to be
Issue/problem to be
considered
critically
is
current issues in Japan
considered critically is
considered critically is
considered critically is
stated, described, and
stated without
stated but description
stated clearly and
clarified so that
clarification or
leaves some terms
described
understanding
is
not
description.
undefined, ambiguities
comprehensively,
seriously impeded by
unexplored, boundaries
delivering all relevant
omissions.
100
Knowledge of target
culture
undetermined, and/or
backgrounds unknown.
Demonstrates surface
Demonstrates partial
understanding of the
understanding of the
complexity of elements
complexity of elements
important to members of important to members of
target culture in relation target culture in relation
to its history, values,
to its history, values,
politics, communication politics, communication
styles and social
styles and social
practices.
practices.
Critique of own culture
Shows minimal
awareness of own
cultural rules and biases.
Identifies own cultural
rules and biases.
Comparisons
Shows minimal
awareness of different
worldviews or cultural
perspectives.
Identifies different
worldviews or cultural
perspectives.
Students' position and
problem solving
Specific position
(perspective,
thesis/hypothesis) is
stated, but is simplistic,
and obvious.
Specific position
(perspective,
thesis/hypothesis)
acknowledges different
sides of an issue.
information necessary
for full understanding.
Demonstrates adequate Demonstrates
understanding of the
sophisticated
complexity of elements understanding of the
important to members of complexity of elements
target culture in relation important to members of
to its history, values,
target culture in relation
politics, communication to its history, values,
styles and social
politics, communication
practices.
styles and social
practices.
Recognizes new
Articulates insights into
perspectives about own own cultural rules and
cultural rules and biases. biases and how to
recognize and respond
to cultural biases,
resulting in a shift in selfdescription.
Critically compare and
Critically compare and
contrast different
contrast different
worldviews or cultural
worldviews or cultural
perspectives.
perspectives from
multiple societies.
Specific position
(perspective,
thesis/hypothesis) takes into
account the complexities of
an issue. Others' points of
view are acknowledged
within position. Possible
solutions provided.
Specific position (perspective,
thesis/hypothesis) is
imaginative, taking into
account the complexities of
an issue. Limits of position are
acknowledged. Others' points
of view are synthesized within
position. Possible solutions
provided.
101
STEP 3
(Fall 2012-Spring 2013)
Learning Outcome 1: Students will demonstrate an intermediate high level of overall communicative ability in Japanese
Assessment Point 1 (JPN204) Milestone
Point 1: JPN204
Expected Benchmark Level
At least 80% of students score at the Developing (intro) level or higher or mean performance across students at developing level - Point
1
Embedded Assessment: JPN204 Final Exam, Listening Tests
(Fall 2012-Spring 2013) ---> Zeli's JPN204 (total 13)
Speaking
A - 7, B- 4, C - 1, F-1 (total 13) --> Below-1, Intro-5, Milestone-7, Capstone, Advanced
Reading/Comprehension
A - 3, B- 6, C - 3, F-1 (total 13) --> Below-1, Intro-9, Milestone-3, Capstone, Advanced
Writing
A - 3, B- 6, C - 3, F-1 (total 13) --> Below-1, Intro-9, Milestone-3, Capstone, Advanced
Listening
A - 8, B- 4, F-1 (total 13) --> Below-1, Intro-5, Milestone-8, Capstone, Advanced
Appendix V: Assessment Summary
Assessment Summary
Component Area/Program/Discipline: BA in Foreign Languages (Spanish Major)___________________________
Program Level
Program’s Student
Learning Outcomes
Students will examine
another culture, determine
perspectives
representative of this
culture, and analyze these
perspectives to learn more
about the culture.
Assessment Measures (Tools)
Assessment Point 1
SPN 204: Assessment of such
classroom activities as the
reading of current newspaper
articles, writing about the
music and film of the culture.
Assessment Point 2
Capstone Project:
Presentation, paper, portfolio
Standards/Benchmark
Results/Analysis
Milestone
No results. Number of
declared majors at this
point is too small for
significant data.
Capstone
100% of students perform
at the level of proficient to
excellent.
Action Taken to improve
the program
We have asked the
assessment committee
about assessing non
majors in the program.
Thus far, we have not
received an answer.
We are very happy with
the cultural aspects of our
capstone project. Students
develop their topics with
their professors and each
topic has a cultural
component.
102
Students will communicate
orally with ample
vocabulary, grammatical
accuracy, good
pronunciation and fluency.
Students will communicate
in writing with ample
vocabulary, grammatical
accuracy and fluency.
Students will analyze a
particular cultural and/or
literary issue using primary
and secondary sources.
Students will create a
document that contains
original hypothesis,
analysis and reasoning,
supporting ideas, research,
personal conclusions,
Assessment Point 1
SPN 204: Oral presentations
and conversations.
Milestone
No results. Number of
declared majors at this
point is too small for
significant data.
Assessment Point 2
Capstone Project: Oral
presentation
Capstone
100% of students perform
at the level of proficient to
excellent.
Assessment Point 1
SPN 204: Written
compositions
Milestone
No results. Number of
declared majors at this
point is too small for
significant data.
Assessment Point 2
Capstone Project: Final paper
Capstone
Assessment Point 1
None
Milestone
100% of students perform
at the level of proficient to
excellent.
No results. Number of
declared majors at this
point is too small for
significant data.
Assessment Point 2
Capstone Project: Final
Project
Capstone
Assessment Point 1
None
Assessment Point 2
Capstone Project: Final Paper
100% of students perform
at the level of proficient to
excellent.
Students on this level are
not required to write an
advanced research paper.
100% of students perform
at the level of proficient to
excellent.
We have asked the
assessment committee
about assessing non
majors in the program.
Thus far, we have not
received an answer.
Students ability range from
good to excellent,
depending on ability and
willingness to learn. Most
students achieve the level
of fluency.
We have asked the
assessment committee
about assessing non
majors in the program.
Thus far, we have not
received an answer.
We have asked the
assessment committee
about assessing non
majors in the program.
Thus far, we have not
received an answer.
We are very pleased with
this aspect of the
capstone. Many students
come in with little or no
experience in writing a
developed paper and they
learn methods in this class.
Student projects and
portfolios are excellent.
103
adherence to MLA style.
Program Assessment Rubrics: BA in Foreign Languages (Spanish Major)
Program Learning Outcome 1: Students will examine another culture, determine perspectives representative of this culture, and analyze these
perspectives to learn more about the culture.
Traits
Performance Levels
Introductory
Milestone
Capstone
Advanced
Cultural Perspective
Analysis of Hispanic
More complex analysis of
Articulation of a project that N/A
cultures through
Hispanic cultures through
spans several topic areas
vocabulary of daily life,
specialized vocabulary,
in different aspects of
which involves discussion
reading of current
Hispanic cultures and
of these aspects from the
newspaper articles, and
literatures
point of view of our own
other cultural aspects like
culture as well as other
music, film and literature/
cultures.
Students will study both
popular culture, and more
formal aspects of culture
like history and civilization.
Program Learning Outcome 2: Students will communicate orally with ample vocabulary, grammatical accuracy, good pronunciation and fluency.
Traits
Performance Levels
Introductory
Milestone
Capstone
Advanced
Pronunciation
Clear pronunciation; the
Greater oral recognition of
Fluency
ability to recognize spoken more complex grammatical
words on basic topics
expressions and structures
Conversation
Articulation in the target
Articulation in the target
Articulation in the target
language of introductions,
language daily routines,
language all topics at neardescription of weather,
health,
native level
time
Vocabulary
Family, food, restaurants,
Connected to conversation All topics
personal information
trait above
104
Program Learning Outcome 3: Students will communicate in writing with ample vocabulary, grammatical accuracy and fluency.
Traits
Performance Levels
Introductory
Milestone
Capstone
Advanced
Translation
Sentences
Short paragraphs
Developed paper
Accuracy
Basic; some mistakes
More developed
Fluent; no mistakes
allowed
allowed
Program Learning Outcome 4: Students will analyze a particular cultural and/or literary issue using primary and secondary sources.
Traits
Performance Levels
Introductory
Milestone
Capstone
Advanced
Primary Sources
N/A
N/A
Recognition and
Secondary Sources
N/A
N/A
examination of cultural
artifacts, including
literature, film, art
Reading and critical
analysis of hard data
articles and
analytical/interpretive
works
Program Learning Outcome 5: Students will create a document that contains original hypothesis, analysis and reasoning, supporting ideas,
research, personal conclusions, adherence to MLA style.
Traits
Performance Levels
Introductory
Milestone
Capstone
Advanced
Hypothesis
N/A
N/A
Original
Analysis and reasoning
N/A
N/A
Appropriate depth
Supporting ideas
N/A
N/A
Consistent and appropriate
Conclusion
N/A
N/A
Logical inferences
Style
N/A
N/A
MLA
Assessment Plans have not been fully developed for the German and Japanese majors.
105
Appendix VI
Program Course Enrollment: BA in Foreign Languages
French
106
German
107
Japanese
108
Latin
109
Spanish
110
Appendix VII
Program Enrollment: Foreign Languages – BA
Students
Principal Majors Enrolled
Latin
Principal Majors Enrolled
Japanese
Principal Majors Enrolled
French
Principal Majors Enrolled
German
Principal Majors Enrolled
Spanish
Second Majors Enrolled
Latin
Second Majors Enrolled
Japanese
Second Majors Enrolled
French
Second Majors Enrolled
German
Second Majors Enrolled
Spanish
Year 1
2009-2010
Year 2
2010-2011
Year 3
2011-2012
Year 4
2012-2013
Year 5
2013-2014
4
2
3
3
2
25
24
27
21
19
7
5
3
4
4
5
2
3
2
2
9
9
14
14
20
2
5
1
5
3
23
30
17
14
15
7
10
7
8
3
1
2
3
5
16
17
15
14
2
1
4
4
18
COEPD Majors with Latin Emphasis
COEPD Majors with Japanese Emphasis
COEPD Majors with French Emphasis
COEPD Majors with German Emphasis
5
7
8
111
COEPD Majors with Spanish Emphasis
15
21
23
31
17
Minors: Latin
12
12
12
8
6
Minors: Japanese
8
9
13
11
11
Minors: French
29
30
29
21
20
Minors: German
10
11
9
9
12
Minors: Spanish
54
40
43
48
34
Grand Total of Students Enrolled in the
Program
233
234
231
223
192
Graduates of the program
22
29
18
28
22
112
Figure 1. Trend Line for Total Enrollment and Program Graduates:
Bachelor of Arts in Foreign Languages
250
200
150
Graduates
Total Enrollment
100
50
0
2009-10
2010-11
2011-12
2012-13
2013-14
113
Appendix VIII
Job and Graduate School Placement Rates: Foreign Languages – BA
Year
# of graduates
employed in major
field
# of graduates
employed in
related fields
# of
graduates
employed
outside field
# of graduates
accepted to
Graduate
Programs
# of
graduates
not
accounted
for
2009-2010
1
3
6
4
7
2010-2011
2
2
2
5
20
2011-2012
1
1
2
3
16
2012-2013
5
1
5
11
2013-2014
8
2
7
7
Five –Year Total
17
13
24
61
6
114
Appendix VIII: Assessment Letters: Foreign Languages – BA
115
116
117
118
119
120
121
122
123
124
125