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INSTITUTIONAL PROGRAM REVIEW 2011-12Program Efficacy

Purpose of Institutional Program Review

Welcome to the Program Efficacy phase of the San Bernardino Valley College Program Review process. Program Review is a systematic process for evaluating programs and services annually. The major goal of the Program Review Committee is to evaluate the effectiveness of programs and to make informed decisions about budget and other campus priorities. The Institutional Program Review Committee is authorized by the Academic Senate to develop and monitor the college Program Review process, receive unit plans, utilize assessments as needed to evaluate programs, recommend program status to the college president, identify the need for faculty and instructional equipment, and interface with other college committees to ensure institutional priorities are met. The purpose of Program Review is to:

1. Provide a full examination of how effectively programs and services are meeting departmental, divisional, and institutional goals

2. Aid in short-range planning and decision-making3. Improve performance, services, and programs4. Contribute to long-range planning5. Contribute information and recommendations to other college processes, as appropriate6. Serve as the campus’ conduit for decision-making by forwarding information to or

requesting information from appropriate committees Our Program Review process is two-fold. It includes an annual campus-wide needs assessment in the fall and an in-depth review of each program every three years that we call the Program Efficacy phase. Instructional programs are evaluated the year after content review, and every three years thereafter, and other programs are placed on a three-year cycle by the appropriate Vice President. A team of three disinterested committee members will meet with you to carefully review and discuss your document. You will receive detailed feedback regarding the degree to which your program is perceived to meet institutional goals. The rubric that the team will use to evaluate your program is included with this e-mail. When you are writing your program evaluation, you may contact efficacy team assigned to review your department or your division representatives for feedback and input. The list of readers is being sent to you with these forms as a separate attachment. Completed documents should be sent to, Program Review Co-Chairs and your Division Dean by March 16th, 2012. It is the writer’s responsibility to be sure the Committee receives the forms on time.

In response to campus wide feedback that program review be a more interactive process, the committee piloted a new program efficacy process in Spring 2010 that included a review team who will interview and/or tour a program area during the efficacy process. Another campus concern focused on the duplication of information required for campus reports. The efficacy process now incorporates the Educational Master Plan One-Page Summary (EMP Summary) and strives to reduce duplication of information while maintaining a high quality efficacy process.

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Program Efficacy, 2011/2012 Complete this cover sheet as the first page of your report. Program Being EvaluatedModern Languages Department (MLD)

Name of DivisionHumanities

Name of Person Preparing this Report ExtensionLydia M. Barajas-Zapata x8237

Name of Department Members ConsultedNori Sogomonian, Jose Recinos, Yon Che, and Bert Reins

Name of Reviewers Cory Schwartz*; Andee Alsip, Denise Knight

Work Flow Due Date Date SubmittedDate of initial meeting with department 10/27/11 2/20/12Rough Draft submitted to Program Review Team 3/4/12 3/16/12Report submitted to Program Review Team 03/16/12 3/16/12

StaffingList the number of full and part-time employees in your area.Classification Number Full-Time Number Part-time,

ContractNumber adjunct, short-term, hourly

Managers Dean of Arts and Humanities

Faculty 5 7Classified Staff 1Total 7 7

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Part I. Questions Related to Strategic Initiative: Access

Use the demographic data provided to describe how well you are providing access to your program by answering the questions below. Demographic Information

Strategic Initiative

Institutional Expectations

Does Not Meet Meets

Part I: Access

Demographics The program does not provide an appropriate analysis regarding identified differences in the program’s population compared to that of the general population

The program provides an analysis of the demographic data and provides an interpretation in response to any identified variance.

If warranted, discuss the plans or activities that are in place to recruit and retain underserved populations.

Pattern of Service

The program’s pattern of service is not related to the needs of students.

The program provides evidence that the pattern of service or instruction meets student needs.

If warranted, plans or activities are in place to meet a broader range of needs.

SBVC Student Demographics (3-year Averages)

2008-2011

Gender Campus Pct.

Female 58.5%

Male 41.5%

*Total 100%

*Totals do not include respondents who did not identify gender.

Disability Campus Pct.

Non-disabled 96.1%

Disabled 3.9%

Total 100%

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Ethnicity Campus Pct.

Blank 0.47%

Asian 4.58%

Black 19.03%

Filipino 1.93%

Hispanic 49.35%

Nat Amer .99%

Other 1.18%

Pac Islander .75%

White 20.55%

X-undeclared 1.17%

Total 100.00%

Average Age Avg. Age Campus

28.8

Modern Languages (3 year averages)

Gender Frequency Percent

Valid Declined to State 48 .6

F 5668 66.2

M 2846 33.2

Total 8562 100.0

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Disability Frequency Percent

Valid Non-Disabled 8459 98.8

Disabled 103 1.2

Total 8562 100.0

Age N Minimum Maximum Mean

Age 8562 14 78 25.31

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Ethnicity Frequency Percent

Valid Declined to State 2218 25.9

Asian 243 2.8

Black 1403 16.4

Filipino 93 1.1

Hispanic 3053 35.7

Native American 68 .8

Other 63 .7

Pacific Islander 50 .6

Unknown 208 2.4

White 1163 13.6

Total 8562 100.0

Does the program population reflect the college’s population? Is this an issue of concern? If not, why not? If so, what steps are you taking to address the issue?

Demographic data show that female students (66.2%) outnumber male students (33.2%) enrolled in the MLD. Although the actual percentages may differ, the discrepancy of enrollment between female students and male students is consistent with SBVC student population in that there are more female students than male students enrolled in languages. Specifically, data indicate that female students (58.5%) outnumber male students (41.5%) enrolled in SBVC. While similar to the college population, the MLD serves 2/3 women and 1/3 men. This may be a reflection of the population or could be attributed to the fact that traditionally more women than men take humanities courses. Furthermore, research indicates more women in general attend college. For example, a recent article in The New York Times written by

Stephanie Coontz and published on February 11, 2012, titled, “The M.R.S. and the Ph.D,” reveals that “Today women earn almost 60% of all bachelor’s degrees and more than half of the master’s and Ph.D.’s” (Please refer to www.nytimes.com/2012/02/12/opinion/sunday/marriage-suits-educated-women.html

The top three ethnicities enrolled in the MLD (Hispanic=35.7%; Black=16.4%; and White=13.6%) mirror the three top ethnicities attending SBVC (Hispanic=49.35%; Black=19.03%; and White=20.55%). However, a closer look at these numbers shows that Hispanics (35.7%) are significantly underrepresented in the MLD compared to the Hispanic population attending SBVC (49.35%). The difference between the percentage of Hispanics enrolled in the MLD and the percentage of Hispanics attending SBVC (11.65%) is probably due to the fact that many Hispanic students already speak Spanish and do not feel the need to take a foreign language. In addition, given the emphasis on learning English reading and writing, our Hispanic population may place more emphasis on enrolling in English or English as a Second Language Courses. Therefore, it is not surprising that the MLD and SBVC attract more female students than male students.

The average student age enrolled in the MLD (25.31) is slightly lower than that of SBVC (28.8). Likewise, the percentage of disabled students enrolled in the MLD (1.2%) is smaller than the percentage of disabled students enrolled campuswide (3.9%). This discrepancy is not sufficiently large to be an area of concern.

Anecdotal information indicates that some students enroll in Spanish and ASL courses to be able to communicate with or assist family members who do not speak English. Other students enroll in these classes to increase their employment prospects.

Pattern of Service How does the pattern of service and/or instruction provided by your department serve the needs of the community? Include, as appropriate, hours of operation/pattern of scheduling, alternate delivery methods, weekend instruction/service. To meet the diverse needs of the community and the admissions requirements of four-year colleges and universities, the MLD offers a variety of beginning, intermediate, and advanced foreign language courses including Spanish, Arabic, French, and ASL. It is worth noting that the addition of Arabic courses was one of the MLD’s goals listed in the 2010 Educational Master Plan. These Arabic courses were added despite severe budget cuts in the MLD, and they have turned out to be extremely successful judging from the high levels of student enrollment in these courses. Even in a difficult budget time the MLD was able to grow in its diverse offerings to meet the needs of students.

The MLD strives continuously to accommodate the scheduling needs of students without compromising the quality or integrity of the program. To this end, the MLD schedules morning, afternoon, and evening

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http://www.nytimes.com/2012/02/12/opinion/sunday/marriage-suits-educated-women.html

face-to-face classes. During the week, MLD classes begin at 8:00 a.m. and end as late as 8:20 p.m.

The MLD also offers short-term/late start classes. During the Spring 2012, the MLD offered late short-term/start for Span 101 and Span 102. During the Summers, the MLD offers intensive six-week foreign language classes.

Despite significant budget cuts, but in an additional effort to ensure access, the MLD started to offer online classes and online tutoring services in the Summer of 2009 for students whose work responsibilities, transportation, or other obligations may not allow them to take foreign language classes on campus.

To meet the MLD goals listed in the 2010 Educational Master Plan, and to further facilitate access, the MLD entered into partnerships to offer classes at two off-campus sites, Big Bear and San Bernardino Stater Brothers Headquarters. Again, these goals were successfully accomplished despite the drastic budget cuts experienced by the MLD.

In sum, in spite of a shrinking budget, a decrease in the number of adjunct faculty, and a reduction of sections, the MLD successfully added online courses, Arabic courses, online tutoring, Skype availability and partnerships. All of these efforts were strategically planned to accommodate the wide range of needs of full-time, part-time, and working individuals.

Part II: Questions Related to Strategic Initiative: Student Success

Strategic Initiative Institutional Expectations

Does Not Meet Meets

Part II: Student Success - Rubric

Data demonstrating achievement of instructional or service success

Program does not provide an adequate analysis of the data provided with respect to relevant program data.

Program provides an analysis of the data which indicates progress on departmental goals.

If applicable, supplemental data is analyzed.

Student Learning Outcomes and/or Student Achievement Outcomes

Program has not completed the first three-year SLO/SAO cycle.

Program has completed the first three-year SLO/SAO cycle. Discusses how SLOs were evaluated and has plans to continue SLO process.

Outcome of 2010 Education Master Plan (EMP) Goals:The following table lists the MLD goals set forth in the 2010 EMP: In reference to our goals listed on page three the MLD has achieved four out of five of these goals.

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MLD GOALS OUTCOME

Offer Arabic courses This goal was achieved. The MLD started to offer Arabic courses in the Fall 2010

Continue to expand online Spanish courses (e.g., Span 157)

This goal was achieved. The MLD started to offer online Spanish 157 in the Spring 2012

Revive the Spanish Study Abroad Program This goal is on hold. Instead, the MLD is currently working in collaboration with Editor, Ms. Lauren McSherry to obtain funding to establish a Chinese Language and Culture Program which will feature a Study Abroad Program.

Improve student pass rates by increasing the percentage of students earning a C or better grade in all Modern Language courses

This goal was achieved. The below graph depicting Student Success Data shows that since ’06-’07 student success has consistently increased from 62% in ’06-’07 to 72% in ’10-’11.

Partner with community organizations to offer Spanish courses to increase Department visibility in the community

This goal was achieved. The MLD successfully established partnerships to offer courses in two off- campus sites, Big Bear and San Bernardino Stater Brothers Headquarters.

As indicated above, the MLD is also working in collaboration with Editor, Ms. Lauren McSherry to obtain funding to establish a Chinese Language and Culture Program.

Student Success Data

06-07 07-08 08-09 09-10 10-1130%

40%

50%

60%

70%

80%

90%

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04-05 05-06 06-07 07-08 08-09 09-10 10-11Sections 79 71 71 68 66 61 59

% of online enrollment 0% 0% 0% 0% 0% 7% 9%

Degrees awarded N/A N/A N/A N/A N/A N/A N/A

Certificates awarded N/A N/A N/A N/A N/A N/A N/A

Provide an analysis of the data and narrative from the program’s EMP Summary and discuss what it reveals about your program.

The foregoing tables indicate that the retention of students in the MLD has shown a steady increase from ‘06-‘07 to ‘10-’11. Specifically, retention has increased from 79% in ’06-’07 to 82% in ’10-‘11. Similarly, student success in the MLD has shown a marked improvement from ‘’06-’07 to ’10-’11. Data show that student success has gradually increased from 62% in ‘’06-’07 to 72% in ’10-’11. Student success has most likely improved due to faculty efforts to introduce new didactic technologies (e.g., the use of Skype, online tutoring), referrals to support services (e. g., DSPS), and faculty availability to provide struggling students with one-on-one assistance.

Because foreign language courses are requirements in the CSU and UC systems and other four-year colleges, these data suggest that the MLD is successfully preparing an increasingly larger number of students to fulfill their foreign language requirement to facilitate their transfer to four-year colleges.

It should be noted that these high levels of retention and success are a reflection of the commitment of MLD faculty to ensure that students who enroll in foreign language classes stay in those classes and successfully complete them. MLD faculty uses a number of strategies to maintain high levels of retention and student success thereby supporting MLD program goals. These strategies include, but are not limited to:

1. Calling students who drop classes to ascertain the reasons behind their decisions to drop classes. Faculty then works collaboratively with students to solve any barriers that may have caused them to drop classes.

2. Allowing students to switch from their originally enrolled classes to other classes to solve unexpected scheduling conflicts.

3. Letting students transfer from face-to-face classes to online classes or vise versa to address unforeseen scheduling or other problems.

4. Honoring students’ requests to re-enrolled after they drop classes.

5. Contacting students via e-mail, telephone, or Skype to encourage them to keep up with their work so that they do not fall behind with their work and drop out of online classes.

6. Administering pre-requisite exams to those students who wish to test out of Spanish 101 so that

they can enroll in Spanish 102.

7. Offering face-to-face or online tutoring via Skype to students enrolled in online classes who may be struggling with their academic work.

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Supplemental Data

Provide any additional information, such as job market indicators, standards in the field or licensure rates that would help the committee to better understand how your program contributes to the success of your students.

The high rates of student retention and success also show that the MLD is preparing students to obtain jobs where knowledge of a foreign language is a requirement for employment. For example, students with a foreign language background may be able to find employment as interpreters in a number of growing fields including, but not limited to the legal system, retail and commerce industries, and medical field. Furthermore, these students tend to earn higher incomes as a result of their bilingual skills. Most employers (e.g., County of Riverside, County of San Bernardino, etc.) offer a bilingual stipend in addition to their base salaries to individuals who are bilingual.

Calls from community organizations for translators and interpreter programs in ASL and Spanish comprise anecdotal evidence indicating we are satisfying a community need in bilingual and bi-literate skills.

Student Learning Outcomes and/or Student Achievement Outcomes (See Strategic Initiative 5.1.3)

Has your program completed the initial SLO/SAO three-year cycle? If not, provide a timeline for completion.

Discuss the process used to evaluate SLOs/SAOs and what trends were identified. Describe program plans to continuously review and analyze SLO assessment outcome data to verify SLO progress.

The MLD has developed SLOs for all 18 classes offered in the Department. The following is a list of SLOs for each class:

SLO’s FOR CURRENT COURSES IN MLD

ASL 109

1. Students will demonstrate comprehension of basic ASL phrases.2. Students will demonstrate the ability to sign with their hands, using shaping movements,

locations and palm orientations.3. Student will be able to finger spell words at the beginning level.4. Student will be able to communicate competence in ASL with familiar topics and activities

requiring simple and direct exchange of information.

ASL 110

1. Students will demonstrate the ability to express fluency signing with their hands.2. Students will use phrases and short narratives related to oneself, family and immediate and real

world surroundings.3. Student will enhance the knowledge of Deaf culture through media, presentations, cultural

readings and attending Deaf cultural events.

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http://www.valleycollege.edu/~/media/Files/SBCCD/SBVC/president/College%20Planning%20Documents/StrategicInitiativesandBenchmarksMasterFormFinal.ashx

ASL 111

1. Students will demonstrate the ability to sign with their hands in several familiar topics and personal interests.

2. Students will describe and analyze the relationships between language, culture, and world views of Deaf people as well as similarities and differences between Deaf and hearing people.

3. Students will use appropriate cultural behaviors when dialoguing with other ASL users.4. Students will increase their awareness of the Deaf culture through and exposure to Deaf culture

activities.

ASL 112

1. Students will demonstrate comprehension on the main points of a discourse, on familiar topics, through real interaction or cultural materials (DVD, videos).

2. Students will initiate and sustain interpersonal conversations with native speakers, express opinions on current events and daily life.

3. Become interpreters.

ARABIC 101

1. Students will demonstrate the ability to use basic reading, writing, listening, recognizing the Arabic alphabet sounding and speaking skills in the present tense through communicative activities, written exercises, grammar explanations and guided practice to produce basic comprehensible output in the Arabic language.

2. Student can provide a short oral and written description indicating his/her origin, nationality, age and family members.

3. Students will become critically aware of the spirit and culture of Arabic speaking regions through media presentations and cultural readings to begin to create/respond in the language in culturally appropriate ways.

ARABIC 102

1. Students will demonstrate the ability to understand reading and listening exercises and to use writing and speaking skills in the present and past tenses through communicative activities, written exercises, grammar explanation and guided practices to produce a comprehensible conversation in Arabic.

2. Students will provide personal information and simple descriptions both orally and in writing in Arabic such as producing short messages, notes, letters, and description of self, family, academic, work and social experiences and describe daily routines.

3. Students will develop the fundamentals of the Arabic language and linguistic competence in real life context, which should extend beyond the boundaries of the classroom to include various elements of the Arab culture and history through role playing and real life situations.

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4. Students will continue to enhance their knowledge of the spirit and culture of Arab through media presentations and cultural readings to continue to create/respond in the language in culturally appropriate ways.

FRENCH 101

1. Students will demonstrate the ability to use basic reading, writing, and listening comprehension skills in the present tense through communicative activities, written exercises, grammar explanations and guided practice to produce basic comprehensible written output in French.


3. Students will become critically aware of linguistic and cultural diversity of French speaking countries through media presentations and cultural readings to begin to create/respond in the language in culturally appropriate ways.

FRENCH 102

1. Students will demonstrate the ability to understand reading and listening exercises and to use writing and speaking skills in the present and past tenses and subjunctive mode through communicative activities, written exercises, grammar explanation and guided practices to produce a comprehensible conversation in French.

2. Students will provide personal information and simple descriptions both orally and in writing in French such as producing short messages, notes, letter, and description of self, family, academic, work and social experiences and describe daily routine.

3. Students will be able to follow and give formal and informal commands and give recommendations and suggestions in the subjunctive mode through role playing and real life situations.

4. Students will continue to enhance their knowledge of French speaking countries through media presentations and cultural readings to continue to create/respond in the language in culturally appropriate ways.

SPAN 015

1. Students will demonstrate the ability to speak in very basic Spanish by responding orally in class exercises and doing oral presentations wither in individually, pairs or groups.

2. Students will demonstrate mastery of basic vocabulary both pronunciation and recognition through participating in class exercises and in oral comprehension exams.

SPAN 101

1. Students will demonstrate the ability to use basic reading, writing, and listening comprehension skills in the present tense through communicative activities, written

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exercises, grammar explanations and guided practice to produce basic comprehensible written output in Spanish.


3. Students will become critically aware of linguistic and cultural diversity of Spanish speaking countries through media presentations and cultural readings to begin to create/respond in the language in culturally appropriate ways.

SPAN 102

1. Students will demonstrate the ability to understand reading and listening exercise and to use writing and speaking skills in the present and past tenses and subjunctive mode through communicative activities, written exercises, grammar explanation and guided practices to produce a comprehensible conversation in Spanish.

2. Students will provide personal information and simple descriptions both orally and in writing in Spanish such as producing short messages, notes, letter, and description of self, family, academic, work and social experiences and describe daily routines.

3. Students will be able to follow and give formal and informal commands and give recommendations and suggestions in the subjunctive mode through role playing and real life situations.

4. Students will continue to enhance their knowledge of Spanish speaking countries through media presentations and cultural readings to continue to create/respond in the language in culturally appropriate ways.

SPAN 103

1. Students will demonstrate the ability to understand reading and listening exercises and to use writing and speaking skills in the indicative (present, past, future, conditional and perfect tenses) and subjunctive (present, past and perfect tenses) through communicative activities, written exercises, grammar explanations and guided practices to produce a comprehensible conversation or a written essay in Spanish.

2. Students will increase their awareness of the Hispanic culture through an exposure to music, sports, literature, politics and government in Hispanic countries to understand and adapt an appropriate behavior in the Hispanic society.

SPAN 103H

1. Students will demonstrate the ability to understand reading and listening exercises and to use writing and speaking skills in the indicative (present, past, future, conditional and perfect tenses) and subjunctive (present, past and perfect tenses) through communicative activities, written exercises, grammar explanations and guided practices to produce a comprehensible conversation or a written essay in Spanish.

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3. Students will be able to describe, compare and contrast elements of Hispanic cultures portrayed in Spanish literature, lectures, discussions and readings.

SPAN 104

1. Students will demonstrate the ability to analyze literary (poem, drama, fiction, essays) and express ideas in original paragraphs, respond orally and in writing to criticisms and arguments, and describe, compare and contrast elements of Hispanic cultures portrayed in Spanish literature, lectures, discussions and readings.

2. Students will continue to enhance their cultural awareness through music, history, sports, politics, current events and significant persons in Hispanic culture.

SPAN 157

1. Writing. Students will be able to express themselves in writing in Spanish using correct grammar accents, and punctuation. They will also learn to organize their ideas in coherent manner using appropriate connecting words and standard Spanish appropriate for professional and academic settings. Students will also develop critical thinking skills and expand vocabulary through the analysis of short stories, novels, and newspaper articles that deal with current issues.

2. Speaking. Students will enhance their public speaking skills in Spanish through oral presentations. Students will also develop confidence in expressing themselves using more advanced and professional words, phrases and expressions in Spanish in spontaneous situations such as debates and group discussions.

3. Culture. Students will expand their knowledge of the Hispanic culture that includes art, music and literature through cultural presentations, videos and readings. Students will continue to learn more about the Hispanic world, and respect for the diversity that exists within the Hispanic countries such as lexical variety, traditions and history.

SPAN 158

1. Students will demonstrate the ability to understand reading and listening exercises and to use writing and speaking skills in the indicative (present, past, future, conditional and perfect tenses) and subjunctive (present, past and perfect tenses) through communicative activities, written exercises, grammar explanations and guided practices to produce a comprehensible conversation or a written essay entirely in Spanish.


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SPAN 227A

Students will gain an understanding and appreciation of other countries’ cultures by studying abroad.

SLOs ASSESSMENT FOR MLD 2007-2011The following “SLOs Assessment for MLD 2007-2011” shows that the Department has conducted SLO assessments for ten out of 18 courses. The other eight courses have not been assessed because they have not been offered in the last four years. However the Department will be conducting assessments of those courses when they are offered in the future.

Modern Languages

Course

Defined Expected SLO

Defined Assessment of Expected SLO

SLOs Assessed

Data Analyzed

Data used for improvement

sem/yr sem/yr sem/yr ARAB101

College Arabic IX Fall, 2010 Fall 2010 and

Spring 2011 (data combined)

Spring, 2011 Fall, 2011

not offered during cycle

ARAB102 College Arabic II

X

ASL109 American Sign Language I

X X Fall 2008 X yesSpring 2010 X Spring 2011 Spring 2011 Fall, 2011

ASL110 American Sign Language II

X X Spring 2010 Spring 2010 Spring 2011 Spring 2011 Fall, 2011

ASL111 American Sign Language III

X

ASL112 American Sign Language IV

X

FRENCH101 College French I

X X Spring 2009 X yesSpring 2010 Fall, 2010

not offered during cycle

FRENCH102 College French II

X

SPAN015 Conversational Spanish I

X

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SPAN016 Conversational Spanish II

X

SPAN101 College Spanish I

X X 2007-2008 X yesSpring 2010 Spring 2010 Fall 2010 and Spring 2011 (data combined)

Spring 2011

SPAN102 College Spanish II

X X 2008-2009 X yesSpring 2010 Spring 2010 Spring 2011 Spring 2011 Fall, 2011

SPAN103 College Spanish III

X X Spring 2009 X yes

SPAN103H College Spanish III – Honors

X X Spring 2009 X yes

Not offered during cycle

SPAN104 College Spanish IV

X

SPAN157 Spanish for Native Spanish Speakers

X X Spring 2010 Spring 2010 Fall 2010 Spring 2011

SPAN158 Spanish for Native Spanish Speakers

X X Fall 2009 X yes

Not offered during cycle

SPAN227A Selected Studies in Spanish

Totals 18 courses 10 courses assessed

The MLD is planning to conduct SLOs assessments of the eight remaining courses that have not been assessed when these courses are offered in the future. At a minimum, SLOs assessments typically involve the use of tests, oral presentations, and essays to determine whether students have mastered the course content.

Part III. Questions Related to Strategic Initiative: Institutional Effectiveness

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Does Not Meet Meets

Part III: Institutional Effectiveness – Rubric

Mission and Purpose

The program does not have a mission, or it does not clearly link with the institutional mission.

The program has a mission, and it links clearly with the institutional mission.

Productivity The data does not show an acceptable level of productivity for the program, or the issue of productivity is not adequately addressed.

The data shows the program is productive at an acceptable level.

Relevance, Currency, Articulation

The program does not provide evidence that it is relevant, current, and that courses articulate with CSU/UC, if appropriate.

The program provides evidence that the curriculum review process is up to date. Courses are relevant and current to the mission of the program.

Appropriate courses have been articulated or (?) transfer with UC/CSU or plans are in place to articulate appropriate courses.

Mission and Purpose:

SBVC Mission: San Bernardino Valley College provides quality education and services that support a diverse community of learners.

What is the mission statement of the program?

The purpose of the Modern Languages Department is to teach languages and culture to a diverse community of learners to meet the needs of a globalized society by instructing and assisting students to be proficient in more than one language. The MLD also prepares students to become proficient in foreign languages to meet the occupational and personal needs of students living in a linguistically and culturally diverse society. For example, Spanish, French, and Arabic opens up opportunities for students to participate in the global economy and to study abroad.

How does this purpose relate to the college mission?

Consistent with the mission statement of San Bernardino Valley College, the MLD strives to provide quality education and support services (e.g., referrals to DSPS, Tutoring Center, and Office Hours, etc.) to

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assist a linguistically and culturally diverse community of students to meet General Education Requirements to transfer to four-year colleges. In addition to traditional face-to-face courses, the MLD capitalizes on the use of technology such as Skype and online tutorials to provide a quality education.

Provide additional analysis and explanation of the productivity data and narrative in the EMP Summary, if needed. Explain any unique aspects of the program that impact productivity data for example; Federal Guidelines, Perkins, number of workstations, licenses etc.

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Productivity Data

FTES06-07 249.0407-08 254.7308-09 269.1409-10 297.1910-11 307.28

04-05 05-06 06-07 07-08 08-09 09-10 10-11

Duplicated Enrollment 2,181

1,845 1,675

1,718

1,819

1,963 1,993

FTEF 23.08 21.00 20.61 19.89 18.97 18.08 17.75

WSCH per FTEF 422 394 363 384 426 493 519

As the above table indicates, the number of FTEF in the MLD has steadily decreased from 23.08 in ’04-’05 to 17.75 in ’10-’11 due to budget constraints. The drastic reduction in FTEF has resulted in a decrease in the number of sections and limited choices in languages offered in the MLD. As a result of these reductions in FTEF and sections many students have not been able to enroll in foreign languages classes. However, despite the decreases in FTEF and sections the Department has seen an increase in WSCH.

Relevance and Currency, Articulation of Curriculum

If applicable to your area, describe your curriculum by answering the following questions.

The Content Review Summary from Curricunet indicates the program’s current curriculum status. If curriculum is out of date, explain the circumstances surrounding the error and plans to remedy the discrepancy.

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The following table shows that the MLD curriculum is current: Arts & Humanities Modern Languages

Course Status Last Content Review

Next Review Date

SPAN015 Conversational Spanish I Active 11/10/2008 11/10/2014

SPAN016 Conversational Spanish II Active 11/10/2008 11/10/2014

ARAB101 College Arabic I Active 02/28/2011 02/28/2017 SPAN101 College Spanish I Active 10/14/2008 10/14/2014 FRENCH101 College French I Active 11/10/2008 11/10/2014 SPAN102 College Spanish II Active 05/11/2009 05/11/2015 FRENCH102 College French II Active 10/26/2009 10/26/2015 ARAB102 College Arabic II Active 02/28/2011 02/28/2017 SPAN103 College Spanish III Active 12/08/2008 12/08/2014

SPAN103H College Spanish III – Honors Active 12/08/2008 12/08/2014

SPAN104 College Spanish IV Active 12/08/2008 12/08/2014

ASL109 American Sign Language I Active 12/07/2009 12/07/2015

ASL110 American Sign Language II Active 02/08/2010 02/08/2016

ASL111 American Sign Language III Active 12/07/2009 12/07/2015

ASL112 American Sign Language IV Active 12/07/2009 12/07/2015

SPAN157 Spanish for Native Spanish Speakers I Active 10/11/2010 10/11/2016

SPAN158 Spanish for Native Spanish Speakers II Active 11/08/2010 11/08/2016

SPAN015 Conversational Spanish I Historical

SPAN016 Conversational Spanish II Historical

FRENCH101 College French I Historical SPAN101 College Spanish I Historical ARAB101 College Arabic I Historical FRENCH102 College French II Historical ARAB102 College Arabic II Historical

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SPAN102 College Spanish II Historical SPAN102 College Spanish II Historical SPAN103 College Spanish III Historical

SPAN103H College Spanish III – Honors Historical

SPAN104 College Spanish IV Historical

ASL109 American Sign Language I Historical

ASL110 American Sign Language II Historical

ASL111 American Sign Language III Historical

ASL112 American Sign Language IV Historical

SPAN119 Spanish for Medical Personnel Historical

SPAN119 Spanish for Medical Personnel Historical

SPAN140 Spanish for Child Development Historical

SPAN157 Spanish for Native Spanish Speakers Historical

SPAN157 Spanish for Native Spanish Speakers I Historical

SPAN158 Spanish for Native Spanish Speakers Historical

SPAN227A Selected Studies in Spanish Historical

SPAN227A Selected Studies in Spanish Historical

Articulation and Transfer

List Courses above 100 where articulation or transfer is not occurring

With CSU With UC

None. All Foreign Languages courses are articulated with CSU.

All foreign languages courses are articulated with UC.

Describe your plans to make course qualify for articulation or transfer.

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N/A. All Modern Languages courses are articulated with CSU and UC and eligible for transfer.

Currency

Follow the link below and review the last college catalog data.http://www.valleycollege.edu/academic-career-programs/college-catalog.aspx

Is the information given accurate? Which courses are no longer being offered? (Include Course # and Title of the Course). If not, how does the program plan to remedy the discrepancy?

Information provided on Page 53 in the San Bernardino Valley College 2011-2012 Catalog shows that Arabic 101 and Arabic 102 are currently being offered as four-unit courses. However, these two courses were submitted and approved by the Curriculum Committee on February 2011 as five-unit courses. Therefore the 2012-2013 College Catalog will reflect the change in units for these two courses.

The MLD is not currently offering ASL 111, ASL 112, Arab 102, French 101, French 102, Span 015, Span 016, Span 103, Span 103H, Span 104, and Span 158. These courses are not currently being offered because of recent reductions in FTEF and sessions due to budget cuts in the MLD. However, these courses remain in the catalog in the event that the budget picture improves and additional resources are allocated to the MLD.

Part IV. Planning



Does Not Meet Meets

Part IV: Planning – Rubric

Trends The program does not identify major trends, or the plans are not supported by the data and information provided.

The program identifies and describes major trends in the field. Program addresses how trends will affect enrollment and planning. Provide data or research from the field for support.

Accomplishments The program does not incorporate accomplishments and strengths into planning.

The program incorporates substantial accomplishments and strengths into planning.

Challenges The program does not incorporate weaknesses and challenges into planning.

The program incorporates weaknesses and challenges into planning.

What are the trends, in the field or discipline, impacting your student enrollment/service utilization? How will these trends impact program planning?

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State funding for post-secondary education has been seriously affected in the last few years by unrelenting ongoing State budget cuts. As a result, all publically funded colleges and universities are being forced to realign enrollment and curricula with decreasing funding. The MLD has not been immune to the impact of budget cuts. The MLD has experienced a steady decrease in FTEF and sections offered in the Department. The MLD has experienced a decrease of five adjunct faculty members since 2008. The MLD has also seen a steady decrease in the number of sections available to students from 79 in ‘’04-’05 to 59 sections in ’10-’11 (please refer to Page 19). These reductions in faculty and sections may have contributed in a decrease in enrollment from 2181 in ’04-’05 to 1993 in ’10-’11 (please refer to Page 19)

Notwithstanding the ongoing adverse impact of the State budget on SBVC in general and the MLD in particular, the MLD will continue to strive to offer as many foreign language classes as possible to meet the growing demand of students to take these classes to be able to transfer to four-year colleges and to prepare themselves to compete in the job market. As indicated in the title of his study, “In the Global Jobs Market, Foreign Talk isn’t Cheap, it’s invaluable” (Times Higher Ed, 2011), Grove reveals the issue of the lack of multilingual graduates in Great Britain, leading to difficulty in finding employment. He cites the view of academics that the British education system was failing to encourage students to study languages. He discusses the advantages of multilingual graduates and other skills needed by graduates in order to easily gain employment. Likewise, in our English dominant culture, students are at an additional disadvantage in that learning a second language is not encouraged.

Accomplishments and StrengthsReferencing the narratives in the EMP Summary, provide any additional data or new information regarding the accomplishments of the program, if applicable. In what way does your planning address accomplishments and strengths in the program.

ACCOMPLISHMENTSOnline classes: Recognizing the need to increase student access to foreign language courses, the MLD submitted to the Curriculum Committee a request for approval of online classes. Thus far, three courses (Span 101, Span 102, and Span 157) have been approved for online education and all three courses are currently being offered. We have included modalities such as Skype and CCCConfer to communicate with students.

Arabic Courses: The MLD also submitted a request to the Curriculum Committed for approval to offer Arabic 101 and Arabic 102 courses. These courses were approved on 2/28/11. Currently the MLD is offering Arabic 101. Plans are underway to offer Arabic 102 in the Fall of 2012. These two courses have turned out to be extremely popular on campus. Furthermore these courses are quite relevant given the geopolitical changes taken place in our modern world and the growing need for Arabic interpreters.

Partnerships: The MLD has also entered into a partnership with Stater Brothers to offer Spanish classes at the Stater Brothers Headquarters in the City of San Bernardino. Currently 35 students are enrolled in Span 101 at that site. These classes offer unique opportunities to employees to have easy access to classes, expand their education, and meet General Education requirements to transfer to four-year colleges. Many of these students would not be able to further their education if they had to attend traditional campus classes. It is hoped that these classes may also spark an interest in a college education for those individuals who may have never considered the possibility of attending college.

STRENGTHS The MLD offers a variety of support and extracurricular activities for students to complement their foreign language education. These activities include, but are not limited to:

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Spanish Club: This extracurricular activity offers students opportunities to expand their knowledge of the cultural and linguistic diversity among Hispanic countries. The Spanish Club also serves as a vehicle for students to develop and apply leadership skills to succeed in four-year colleges or in the job market. Finally, participants in the Spanish Club can serve as a competitive advantage when students are applying for admission in four-year colleges or universities.

Cultural Celebrations: The MLD in collaboration with the Latino Faculty and MECHA sponsor “Cinco de Mayo” Celebrations, “Dia De Los Muertos,” and “Independence Days,” (of different Hispanic countries) to promote cultural diversity and cultural sensitivity on campus.

ASL Club: The mission of the ASL Club is to serve as a center for deaf and hearing students to promote cultural understanding of the deaf community and to advocate for the rights of the Deaf community.

Spanish Sigma Delta Mu National Honor Society: This honor society recognizes the special achievements of outstanding students in Spanish courses. The Department holds its annual induction ceremony in the spring and awards student scholarships.

George Iwanaga Scholarship: The MLD selects the annual recipient of the George Iwanaga Scholarship, awarded to a student who plans a career in teaching Spanish.

Spanish Sigma Delta Mu Scholarship: The faculty of the MLD contributes financially to the Sigma Delta Mu scholarship fund to award scholarships to those students who have excelled in Spanish classes. The MLD faculty also nominates and selects candidates for these scholarships.

Humanities Day: The MLD participates in the Art and Humanities Celebration to showcase exceptional projects students completed to fulfill Spanish classes requirements.

Challenges

Referencing the narratives in the EMP Summary, provide any additional data or new information regarding planning for the program. In what way does your planning address trends and weaknesses in the program?

As indicated elsewhere in this report, since the last 2008 Efficacy Review the main challenge facing the MLD is the decrease in FTEF and foreign language classes and sections. The MLD is planning to address this challenge if and when funding for SBVC increases.

V. Questions Related to Strategic Initiative: Technology, Campus Climate and Partnerships.

Part V: Technology, Partnerships & Campus Climate

Program does not demonstrate that it incorporates the strategic initiatives of Technology, Partnerships or Campus Climate.

Program does not have plans to implement the strategic initiatives of Technology, Partnerships or Campus Climate

Program demonstrates that it incorporates the strategic initiatives of Technology, Partnerships and/or Campus Climate.

Program has plans to further implement the strategic initiatives of Technology, Partnerships and/or Campus Climate.

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Describe how your program has addressed the strategic initiatives of technology, campus climate and/or partnerships. What plans does your program have to further implement these initiatives.

STRATEGIC INITIATIVES OF TECHNOLOGY

The MLD incorporates the following advances in technology in its ongoing efforts to improve quality teaching and to assist students to reach their maximum potential in the acquisition of foreign language skills:

Distance Learning: Beginning in 2009, the MLD introduced and has been expanding online classes to promote distant learning for those students who for a variety of reasons are not able to attend foreign languages classes on campus.

MLD Website: The MLD Website is a source of information about the academic and experience backgrounds of faculty. The website also provides information about scholarships, course offerings, clubs, study abroad, and Sigma Delta Mu.

Blackboard: Faculty uses this medium to teach classes, grade students, post information, and communicate with students via e-mail. All online classes use Blackboard.

WebAdvisor: Faculty and students use this database to maintain student rosters, monitor student attendance, manage scholarship applications, and to access other relevant information.

NH222: This is a specialized Spanish Lab equipped with modern hardware (computers, monitors, projector, screen, etc.) that allows faculty to offer distant learning classes and to monitor students live work.

Classroom Hardware: All Spanish classrooms are equipped with computers, LCD projectors, and projection screens to facilitate teaching.

ASL Specialized Equipment: The offices of ASL full-time faculty and adjunct faculty are equipped with Sorenson video relay system for ASL faculty to communicate with students and colleagues.

CCCConfer: This videoconferencing system allows faculty to offer office hours to students who may not be able to avail themselves of regular on campus office hours. Faculty, staff, and students can also use this system to participate in workshops, conferences, and meetings.

Skype: Online faculty and students use this application for videoconferencing, online tutoring, online office hours, and general communication with students and among students.

Digital Media: Faculty uses DVDs, videos, movies, PowerPoint presentations, and other digital media to expand their didactic methods to promote mastery of academic material.

PARTNERSHIPS

Stater Brothers: As it was already noted on pages nine and 23, the MLD has successfully implemented a partnership with Stater Brothers to offer Spanish classes at the Stater Brothers Headquarters.

Chinese Study Abroad Program: The MLD is also working in collaboration with Editor, Ms. Lauren McSherry to obtain funding to establish a Chinese Language and Culture program which would feature a Study Abroad Program.

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