Unit Strategic Plan and Annual Report -- Academic Year 2009-10
__X__ Academic Unit ____ Administrative/Support Unit
Unit Title: Division of Languages and Literature
School/College or University Division: Arts and Sciences Unit Administrator: William S. Hays, Chair
The Division of Languages and Literature strives to teach students the values and functions of the written and spoken word. The division teaches students to read, write and speak the English language with greater fluency, creativity and accuracy. In addition, the Division offers students the chance to become proficient in the reading, writing and speaking of three modern foreign languages. To meet these goals, we offer two degrees in seven majors: a BA in English (with an emphasis in literature, creative writing, or philosophy), and a BSE in English, a BA in journalism, a BA in Spanish, French, German or foreign languages/philosophy, and a BA in communication studies and theatre arts (with emphasis in speech or theatre). Furthermore, we offer minors in English, French, German, journalism, philosophy, Spanish, speech, and theatre arts.
After students finish their chosen course of study, several opportunities await them. Many will teach in different settings and at different levels. Others will become lawyers, editors, translators, journalists, actors and politicians. Some will join the ranks of the clergy, and others will become missionaries. All of our graduates will do writing of some sort: novels, poems, news stories, scholarly work, advertising, feature stories, sermons, and film scripts, to mention a few. Some will be trained for specific jobs, teaching in public schools for example. All will learn skills that will help them succeed in whatever profession they choose to enter. Jobs become obsolete, but thinking, reading and writing skills never do. When honed with dedication and passion, these skills will only get better.
II.Educational Program Learning Outcome Assessment Planfor the BSE in English, 2009-10
Student Learning Outcomes
A. Learner Outcome
What should a graduate in the
BSE degree in English
major know, value, or be able to do at graduation and beyond?
B. Data Collection & Analysis
1. What assessment tools and/or methods will you use to determine achievement of the learning outcome? 2. Describe how the data from these tools and/or methods will be/have been collected.
2. Describe changes in curriculum, courses, or procedures that are proposed or were made/ are being made as a result of the program learning outcome assessment process.
Students will demonstrate the ability to critically analyze works of major writers (mostly British & American) who compose(d) in English and selected works of other major writers whose works can be read in English translations, including works written for young adult readers.
GE 1,2,6,7,& 10
PRAXIS II scores in English Language and Literature
a satisfactory grade in English 304 (Advanced Composition), a capstone course for all English majors
PRAXIS II scores are reported by Educational Testing Services, the company that produces and evaluates the exam,
and English 304 grades are collected and reported by the instructor of the class.
The goal is to reach a PRAXIS II score of 157, the score required to receive a Class A teacher license in Mississippi,
the goal in English 304 is to make a grade of C or higher. If students meet these goals, they have reached a satisfactory Student Learning Outcome for this objective.
100% of the students (N=4) who took the PRAXIS II exam made a score of 157 or higher (See Table I).
Of special note: the average PRAXIS II score of 186 is the highest the program has had since we started tracking the data seven years ago.
83.3% of the students (N=12) who completed English 304 in the current year made a score of C or higher (See Table II & Appendix A).
The two students who did not have a C or better in the class will be encouraged to repeat the course and attend one-on-one help sessions with the instructor twice a week in the Writing Center.
Students will demonstrate proficiency in expository writing and in the ability to determine such necessary considerations as thesis, purpose, audience, and organization.
GE 1,2 & 3
The PRAXIS I Writing Test
the Writing Proficiency Exam.
Educational Testing Services, the company that develops, distributes, and evaluates the PRAXIS I Writing Test, reports the scores to the Unit.
The DSU Office of Institutional Research reports the aggregate WPE scores to the Unit, after they have been evaluated by faculty readers who are chosen from the entire full-time faculty.
Students who receive a PRAXIS I Writing Test Score of 172 or higher (the minimum score required to enter the DSU
Teacher Education Program),
students who receive a CR (Credit) on the Writing Proficiency Exam have demonstrated SLO proficiency in this area.
For the current year, 83% of the students (N=6) in the program who took the PRAXIS I Writing Test scored 172 or above. (See Table III.)
And, for the current year, 67% of the students (N=3) in the program who took the Writing Proficiency Exam received a score of CR. (See Table IV.)
The one student who did not score 172 will be encouraged to get developmental instruction in the Writing Center and from his advisor before he repeats the test.
The one student who did not pass the WPE will be required to take English 301.
Students will demonstrate familiarity with research procedures and critical perspectives in the discipline.
GE 2 & 3
A satisfactory grade in English 304
and a portfolio review of selected research/analytical papers written during enrollment in the program
English 304 grades are collected and reported by the instructor of the class.
The portfolio is maintained by the student during the time the student is enrolled in the program.
The goal in English 304 is to make a grade of C or higher. If students meet this goal, they have reached a satisfactory SLO for this objective. The instructor of the class reports the grades.
The goal of the portfolio is to collect and present several papers written by the students during the course of the program of study. Each paper must have a grade of C or better. The student presents the portfolio to the Assessment Committee. The target goal is to make a score of 2.5.
83% of the students (N=12) who completed English 304 in the current year made a score of C or higher (See Table II & Appendix A.).
A score for the cohort group (N=4) of 2.5 on all areas of evaluation for the portfolio review is considered a satisfactory SLO. 100% of the graduates received a successful portfolio review by the Assessment Committee (See Table V & Appendix B).
The two students that did not make a C or better will be encouraged to repeat the course and attend one-on-one help sessions with the instructor twice a week in the Writing Center.
The unit has created a new class, ENG 486, which is partly aimed at helping students prepare their portfolios for final presentation. This class met for the first time in the Spring 2010 semester, and it was very effective for helping students compete their portfolios. The students, however, suggested that they be informed earlier in their programs about the importance of the portfolio. The Assessment Committee will study this issue and make recommendations.
Students will demonstrate an understanding of theories and practices of language and grammar.
GE 2, 7 & 10
PRAXIS II scores in English Language & Literature,
and a satisfactory grade in English 406 (History and Grammars of the English Language), a capstone course for all English majors
PRAXIS II scores are reported to the unit by Educational Testing Services, the company that writes and evaluates the exam.
English 406 scores are reported by the instructor that teaches the class.
The goal is to reach a PRAXIS II score of 157, the score that is required to receive a Class A teacher license in Mississippi.
The goal in English 406 is to make a grade of C or higher. If students meet this goal, they have reached a satisfactory Student Learning Outcome for this objective.
100% of the students who took the PRAXIS II exam made a score of 157 or higher (See Table I).
88% of the students (N=18) who completed English 406 in the current year made a score of C or higher (See Table VI & Appendix A.).
The two students who made below a C for the final grade in ENG 406 failed the first exam. The next time the course is taught the instructor will offer a comprehensive, in-class review before the first exam.
Students will demonstrate basic knowledge of the theory and practice of pedagogy for grades 7-12.
GE 1, 2, 4, 5, 6, 9 & 10
Students will take the Principles of Learning and Teaching (PLT) test.
ETS, the company that develops, validates and scores the test, reports the results to the unit.
If the students score 152 or above on the test, this is considered a satisfactory SLO. (Note: a score of 152 is required to gain teacher licensing in the state of Mississippi.)
During the student teaching semester, candidates are evaluated on their teaching performance by both the cooperative teacher and the university supervisor. A rubric is used for the evaluation, and the goal is to receive a 2.5 score of a possible 3 on all required NCTE standards.
100% of the students (N=4) who took the PLT for the current year made a score of 152 or higher. (See Table VII.)
Students who did their student teaching this year received an average of 2.5 or above on 12 of the 13 NCTE standards. (See Appendix C.)
The one standard that the cohort group did not reach the target goal for was “Alignment of Learning with Goals” (NCTE 4.2 a). (For full details, see Appendix D.)
The following is an analysis of the problem and an action plan to address it.
“Student interns entered their classrooms a year or more after completing their Methods course. The Methods course (CUR 485) now uses
Understanding by Design (UbD) for instructing how to plan lessons because the teaching internship has been extended to cover the entire public school semester. The results of this cohort group suggests that more emphasis should be given in CUR 485 to the following areas:
Emphasis on aligning assessments with learning goals (NCTE 4.2)
Discussing test results in terms of what learning goals were or were not achieved, so meaningful data can be inferred from the results (NCTE 4.2)
Discussing effectiveness of teaching in terms of developmental and language theory (NCTE 3.7)—currently they refer to activities that were successful or not successful but not in terms of theory
Reviewing the TIAI and the TWS in the new Methods course that accompanies the internship—results indicate interns need more experience with these assessment measures”