Foreign Language Program Evaluation Case studies


Case Study 1. Using evaluation for development and quality assurance in an Arabic teacher training program
Martha Schulte-Nafeh, Department of Near Eastern Studies, University of Arizona

 

Case Study 2. An empirical approach to sustaining, developing, and growing a Portuguese program
Margo Milleret and Agripino Silveira, Department of Spanish and Portuguese, University of New Mexico

 

Case Study 3. Using program evaluation to make a case for a new Spanish BA
Rafael Gomez, Frauke Lowensen, Donaldo Urioste, and Maria Zielina, School of World Languages and Cultures, California State University Monterey Bay

 

Case Study 4. Understanding the educational effectiveness of the UE DFL in terms of student learning outcomes
Roger Pieroni, Antonio Grau Sempere, and Chris Mohn
Department of Foreign Languages, University of Evansville

 

Case Study 5. What students value in studying German: A case study
Heidi Byrnes and Peter Pfeiffer, Department of German, Georgetown University

Using evaluation for development and quality assurance in an Arabic teacher training program

Martha Schulte-Nafeh, Department of Near Eastern Studies, University of Arizona

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This case study explores the ways in which program evaluation methods are being used to support the development and initial implementation of an Arabic teacher training program that takes place in a study abroad context. Uses for evaluation include the understanding of teachers' development needs, improving the program's effectiveness, and generating a model of teacher-induction practices for similar settings.

 

For more information, contact:

Martha Schulte-Nafeh marthas@email.arizona.edu 

 

 

 

 

 


An empirical approach to sustaining, developing, and growing a Portuguese program

Margo Milleret and Agripino Silveira, Department of Spanish and Portuguese, University of New Mexico

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In this example, multiple phases of program evaluation are applied to the on-going understanding and improvement of the course offerings in a Portuguese foreign language program. Beginning from a thorough analysis of students' needs and wants, evaluation is then used for illuminating student enrollment patterns, eliciting student feedback on course effectivness and areas for improvement, and for justifying program perpetuation and expansion.

 

For more information, contact:

Margo Milleret milleret@unm.edu 

 

Click on the links below to view several data collection methods from this project. A student intake survey gathers information about the students and how they decided to enroll in the different available courses. An end-of-semester survey tracks students' perceptions on their experiences and outcomes. A focus group protocol enables collection of mid-semester insights into course delivery.
 
1. Beginning of Semester Intake Survey


2. End of Semester Survey


3. Focus Group Protocol


Using program evaluation to make a case for a new Spanish BA

 

Rafael Gomez, Frauke Lowensen, Donaldo Urioste, and Maria Zielina

School of World Languages and Cultures, California State University Monterey Bay

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This case study explores the use of evaluation as a basis for justifying the creation of a new degree program and as a means for generating awareness about the program at multiple levels. Through surveys of diverse stakeholders and interactions with decision makers, the possibilities and limitations for program change are clarified and a viable path is charted for the future.

 

For more information, contact:

Rafael Gomez Rafael_Gomez@csumb.edu 

 

Click on the examples below to view three surveys (among several others) utilized for tapping diverse points of view regarding a potential degree program name change. Perspectives include those from potential employers of program graduates, other university faculty, and alumni.
 
1. Employer Survey


2. Faculty Survey


3. Alumni Survey

 

Understanding the educational effectiveness of the UE DFL in terms of student learning outcomes

Roger Pieroni, Antonio Grau Sempere, and Chris Mohn
Department of Foreign Languages, University of Evansville

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In this example, a program evaluation approach is utilized to maximize the contribution of student learning outcomes assessment for program understanding and improvement. Stages of the project include identification and negotiation of targeted learning outcomes, development of an assessment framework and instruments for gathering evidence of outcomes, and the implementation and revision of the framework with an eye towards sustained, productive assessment practice.

 

For more information, contact:

Antonio Grau Sempere ag87@evansville.edu 

 

Click on the examples below to see the student learning outcomes for the program and the pilot procedures that were utilized to instruct students and faculty in creating and assessing a senior capstone project. The capstone assessment included a self-assessment, a written portfolio, a presentation, and an interview. Also included are examples of how data were interpreted, and how the assessment components were reviewed by faculty for further improvement.


1. Student Learning Outcomes


2. Capstone Assessment - Students


3. Capstone Assessment - Faculty


4. How data are used


5. How assessments are reviewed

 


What students value in studying German: A case study

Heidi Byrnes and Peter Pfeiffer, Department of German, Georgetown University

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In this case study, evaluation is pursued in order to illuminate the value of degree outcomes and learning experiences within a German foreign language program. Perspectives of current and former students are sought through a variety of methods, and a richer understanding of program implementation and its impact on students' lives is acquired.

 

For more information, contact:

Heidi Byrnes byrnesh@earthlink.net

Peter Pfeiffer pfeiffep@georgetown.edu

 

Click on the examples below to see examples of data collection techniques used in accessing student perspectives on their learning in the German programs. Two surveys provide insights into current undergraduate program delivery and perspectives of graduates following completion of the undergraduate and graduate programs. A focus group also seeks deeper information about program experiences from current students.
 
1. Current Undergraduate Survey


2. Current Undergraduate Focus Group Questions


3. German Programs Graduates Survey

 

©2007 John Norris, Yukiko Watanabe, Marta Gonzalez-Lloret & Hye Ri Joo