| Enter the name of your department | Enter the name of the course with section. For example, MATH 22-50Z | Enter CRN# for course | Enter SLO Statement(s) As it (they) appear on the Course Outline of Record. You may assess one or more at a time. | Academic Year | Quarter of Assessment | Modality of class | Method of Assessment | Elaborate on Assessment Method | Number of students exceeding expectations | Number of students meeting expectations | Number of students approaching expectations | Number of students who do not meet this/these outcome(s) | N/A Not Applicable (withdrew, absent, ...) | Reflection | Enhancement/Action |
| Mandarin | MAND 002.41Z | 30301 | • Demonstrate a greater working command of essential
vocabulary (recognize and reproduce a total of 300 Chinese characters) and
language structures necessary to request and provide, orally and in writing,
an increasing range of basic/simple information relating to high-frequency
situations in familiar contexts such as making appointments, studying
Chinese, school life, shopping and transportation. • Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and an increasing amount of detail. • Compose comprehensible, simple sentences about familiar topics to reflect a greater working command of core vocabulary and language structures. • Demonstrate a deeper grasp of social protocols and contributions of Mandarin-speaking cultures, by analyzing and comparing them to one’s own culture(s). |
2022-2023 | Winter | Online with at least som | Presentation/Performan | The instructor shows students’ work/video/PPT from Canvas,
and asks students questions/feedback after each of the presentation. Students
answer through meeting chat. Presentation Direction: 1. You can present it by yourself or form a group with two (you and your partner or you and yourself as a partner) to take turns to generate dialogues. Let the instructor knows your partner’s name. Write down the lines you want to say first, then practice speaking with your partner. You have to try your best to memorize the lines you would like to say. 2. You also have to submit your lines/dialogues in written skit to Canvas together with PowerPoint/Video one day before the presentation. Please email me your lines/dialogues two days before presentation to make corrections. 3. Each presentation should be 30 seconds to 1 minute long. Individual (30 seconds); with a partner (1 minute). 4. You can either make a presentation in zoom class or video record your presentation in advance and show it to the class. 5. Grading criteria (25 points in total): o Pronunciation (1%-5%) o Use Sentences Correctly (1%-5%) o Writing (1%-5%) o Volume (1%-5%) o Visual Aids and Individual/Group Performance and Creativity (1%-5%) 6. Present one of the following situations: • Two students from Chinese class meet in campus. They greet each other first then make comments about the Chinese grammar, vocabulary and the Chinese characters of the lessons they studied. They decide to study together and also decide on a time and place to meet. • Two students leave the classroom at the same time after finishing a test in Chinese. They discuss the result of their tests. They make comments on how they did in learning grammar, reviewing the vocabulary and writing the characters. They still have questions and they decide to go to ask others/their teacher/Chinese friends to help. • Two students eat lunch at the school cafeteria. They talk about why they were late or early for today or yesterday’s class. How late or early they went to sleep, why and how they prepared for today’s lesson. They also mention how they review or preview the lessons. They decide to go to the school library more often to study together and set up the date and time for this activity. • Talk about your results of the recent Chinese tests. Comment on how you did on grammar, vocabulary and Chinese characters. Then talk about your experience learning Chinese. Describe how you feel about pronunciation, grammar, vocabularies, Chinese characters as well as Chinese class. |
20 | 15 | 5 | 2 | 5 | Students met the expectations and enjoyed the process to prepare presentations. They also did self-reflection on their own presentations. | Continue doing presentation projects which help students to take risks and be able to use the language well. |
| Mandarin | MAND D001.41 | 30014 | Student Learning Outcomes:
• Develop the native sense of four tone usage of Mandarin pronunciation and demonstrate a working command of essential vocabulary (recognize and reproduce some 150 Chinese characters) and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high- frequency situations in familiar contexts, such as greetings, family, dates/time, hobbies and visiting friends. • Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail. • Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures. • Demonstrate a cursory grasp of social protocols and contributions of Mandarin-speaking cultures, by analyzing and comparing them to one’s own culture(s). |
2022-2023 | Winter | Face-to-Face | Exam – Course Test/Qui | Use a written test to assess students' command of vocabulary and language structures. | 7 | 6 | 1 | 2 | 0 | The results show 80%+ percent of students achieve SLO and
identify students who need more attention.
Three students whose performances did not meet expectations have
different personal issues. One student has poor attendance, missing 50% of meetings. The other two are overworked and late for assignments as evidenced by it. |
Interacting with those who lag behind is my way to increase the success rate. |
| Japanese | JAPN 1 41 | 35967 | Demonstrate a working command of essential vocabulary and
language structures necessary to request and provide, orally and in writing
recognize and reproduce 46 Japanese syllable-based Hiragana and Katakana
characters respectively as well as 29 kanji Chinese characters, basic/simple
information relating to high-frequency situations in familiar contexts such
as greetings, introductions, school, dating, and invitations. Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail. Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working commnad of core vocabulary and language structures. Demonstrate a cursory grasp of social protocols and contributions of Japanese culture, by analyzing and comparing them to one's own cultures. |
2022-2023 | Winter | Face-to-Face | Exam – Course Test/Qui | The method are students' attendance, class participation, homework, lesson quizzes, oral evaluations, culture evaluation and tests. | 7 | 18 | 1 | 1 | 1 | The SLO in this class meets the expectations. | I will put more effort in helping students who are approaching expectations. |
| German | GERM D001.41Z | 26324 | Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures. | 2022-2023 | Fall | Online with at least som | Presentation/Performan | Creation of video clip introducing oneself in German, assessed using a rubric. | 5 | 20 | 0 | 0 | 2 | All students in class were able to compose comprehensible, simple phrases or sentences when introducing themselves. Five students exceeded expectations and had a more advanced command of core vocabulary. All of them were heritage speakers. These 5 students could have used more time for their recording so that they could have applied their background knowledge of German better. | The instructor should extent - as an option - the possible time of recording and add a few optional guiding questions for the production of the video clip so that heritage speakers could demonstrate their knowledge and practice their language structures more. This way, the rest of the student body is challenged at the right level and can learn from other students' video clips. |
| Mandarin | MAND 001.41Z | 01458 | Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail. | 2022-2023 | Fall | Online with at least som | Presentation/Performan | Mandarin 001.41Z Lesson Two Quiz 3 (11/3 Thursday): Make a
presentation. Select one of the following to make the presentation: You can make the presentation by yourself: Introduce yourself; tell the class your name and your nationality. Tell the class how many people there are in your family. Address who they are and what each of your family members does (occupation). Show your family photos or draw pictures of family members with the key terms on and use it to introduce your family members. You can make the presentation with a partner (please let me know your name and your partner’s name): Ask each other’s name and nationality. Ask each other how many people there are in the families, who they are and what their occupations are. Show your family photos or draw pictures of family members with the key terms on and use it to introduce each other’s family members. Direction: Try to practice saying the script as many times as possible. Grading criteria (25 points): Pronunciation 5% (1-5) Use Sentences Correctly 5% (1-5) Volume 5% (1-5) Performance and Creativity 5% (1-5) Visual Aids (Show family photos or draw pictures of family members with the key terms on/with video) 5% (1-5) |
30 | 7 | 3 | 0 | Students met the expectations and enjoyed sharing their presentation with classmates. | Pair up/form conversation instead of individual
presentations could be optional for students to choose from to do. |
|
| Mandarin | MAND 004.40Z | 20547 | 1 Compose comprehensible, paragraph-level discourse about
familiar topics to reflect an increasingly consistent command of vocabulary
and language structures. 2 Demonstrate an increasingly accurate grasp of the subtleties in the idiosyncracies of Mandarin-speaking cultures, by analyzing and comparing them to one’s own culture(s). |
2022-2023 | Fall | Online with at least som | Presentation/Performan | Midterm Essay and Presentation (on 11/21 Monday) Write a essay explaining the sports that are popular in a specific country, in China or in the Unites States. Describe your personal feelings toward those sports. The contents should include but not be limited to the following: Select two or three popular sports in a specific country, in China or in the United States. Give at least two opinions regarding each sport you select. Which sport among the sports you select do you like the most? Which one do you like the least? And why? Your essay can be either typed or hand-written in double-space format. You have to write at least 200 characters. Then you have to present it (narrate the essay in order to present it within 30 seconds to 1 minute long). Direction: Write down the content you want to say first and practice speaking. You have to submit your writing (in typed format, double-spaced) to Canvas. Grading criteria (100 points): Pronunciation 1-10% Use Sentences Correctly 1-20% Writing (Essay) 1-40% Volume 1-10% Visual Aids (PowerPoint/Video with pictures. You can write down the “key” words on it) 20% You can either make a presentation in class with PowerPoint or video record your presentation in advance and show it to the class. Your video should also show the “key” words. Upload your writing with your PowerPoint /video at least one day before the presentation. |
50 | 10 | 3 | 0 | 0 | Students enjoyed doing presentation and submitted essays on time. | Provide more different situations/topics related to Lesson Eight for students to choose from to do presentations/essays. |
| Mandarin | MAND 005.40Z | 01207 | 1 Compose extended, paragraph-level discourse about
familiar topics to reflect a somewhat sustained command of vocabulary and
language structures. 2 Demonstrate a noticeably accurate grasp of the subtleties in the idiosyncracies of Mandarin-speaking cultures, by analyzing and comparing them to one’s own culture(s). |
2022-2023 | Winter | Online with at least som | Presentation/Performan | Theme: Cultural Aspect of the Chinese New Year Topic: Choose one from the list below Choose one day to present: 1/18, 1/23, 1/25, 1/30, 2/1 Procedures and Requirements: Write down the content you want to say first and practice speaking. You don’t need to memorize scripts. You have to submit your writing together with PowerPoint/Video. You can do the presentation by yourself for 40 seconds to one minute or with one of your classmates for 1 ½ minutes. You can either make a presentation in class with Powerpoint or video record your presentation in advance and show it to the class. Video with subtitle is preferred. Please upload it to Canvas one day before presentation. Grading criteria (25 points): Pronunciation 5% (1-5) Use Sentences Correctly 5% (1-5) Volume 5% (1-5) Writing 5% (1-5) Visual Aids (Make a poster with photos or PowerPoint or Video to present yourself) 5% (1-5) Topics to choose from: One of the following aspects about the Chinese New Year: 1) Color-what are the Chinese New Year colors and their significance 2) Food-typical foods and their significance 3) Chinese Zodiac-signs, especially the sign for this year 4) Legends-stories that explain why people do certain things during the New Year’s celebration in the world today 5) Customs-how it is celebrated in general 6) Red envelopes-why, different samples with explanations of the designs and characters on the envelopes 7) Fire crackers-designs and variety 8) Decorative Designs-popular designs or images that are seen each year during the Chinese New Year’s celebration 9) Superstitions during the Chinese New Year 10) Compare one or two any countries’ traditional holidays to Chinese New Year |
35 | 4 | 3 | 0 | 0 | Students preferred to do presentations and share it with their classmates. | Provide more detailed topics for students to explore for Chinese New Year Project and compare to their own cultures. |
| VIETNAMESE | VIET D002.40Z | 33859 | 1. Demonstrate a greater working command of essential
vocabulary and language structures necessary to request and provide, orally
and in writing, an increasing range of basic/simple information relating to
high-frequency situations in familiar contexts. 2. Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and an increasing amount of detail. 3. Compose comprehensible, simple sentences about familiar topics to reflect a greater working command of core vocabulary and language structures. 4. Demonstrate a deeper grasp of social protocols and contributions of Vietnamese-speaking cultures by analyzing and comparing them to one's own culture(s). |
2022-2023 | Winter | Other | Presentation/Performan | Students engage in various activities including quizzes, skits, interviews, reading comprehension, essay writing, and PowerPoint presentations. | 26 | 13 | 0 | 0 | 0 | The various language activities helped meet the students' diverse needs as well as serving all the different learning styles. |
More language activities should be explored. |
| VIETNAMESE | VIET D001.40 | 34456 | 1. Demonstrate a working command of essential vocabulary
and language structures necessary to request and provide, orally and in
writing, basic/simple information relating to high-frequency situations in
familiar contexts. 2. Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail. 3. Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures. 4. Demonstrate a cursory grasp of social protocols and contributions of Vietnamese-speaking cultures by analyzing and comparing them to one's own culture(s). |
2022-2023 | Winter | Face-to-Face | Presentation/Performan | Students engage in various activities including quizzes, skits, interviews, reading comprehension, essay writing, and PowerPoint presentations. | 11 | 18 | 0 | 0 | 2 | The various language activities helped meet the students' diverse needs as well as serving all the different learning styles. | More language activities should be explored, especially activities that will encourage passive or shy students to participate. |
| Mandarin | MAND 003.40Z | 43575 | 1. Derive meaning from longer, simple texts on familiar
topics, relying on contextual clues to extract main ideas and supporting
details. 2. Compose comprehensible, more complex sentences about familiar topics to reflect a somewhat consistent command of core vocabulary and language structures. 3. Demonstrate an increasingly accurate grasp of social protocols and contributions of Mandarin-speaking cultures, by analyzing and comparing them to one’s own culture(s). |
2022-2023 | Spring | Online with at least som | Presentation/Performan | Quiz 1: Presentation (Lesson 11) on Thursday 4/27. The
content is as follows (includes 1, 2, & 3): 1. Describe yesterday and today’s weather and make a comparison 2. Talk about the climate of your hometown and compare the weather of your hometown with the weather of another place or the place you currently live 3. Tell what kind of weather you like and dislike and why Direction: a. Write down the content you want to say first and practice speaking. b. You have to submit writings (in typed or hand- written format). c.Try to use the vocabulary such as: 跟…(不)一样，比，更，不但…而且，一点儿，暖和，下雨，冷，热，夏天，秋天，舒服，又…, etc. 4. You can use the vocabulary that we have not learned, but please provide English meanings with vocabularies. 5. Each presentation should be 30 seconds to 1 minute long. 6. Grading criteria (25 points): Pronunciation 5% Use Sentences Correctly 5% Writing 5% Volume 5% Visual Aids (with pictures/photos of PPT/Video to make the presentation, you can write down the “key” words on it) 5% 7. You can either make a presentation in class with PowerPoint or video record your presentation in advance and show it to the class. If you make a video, you still need to turn in your writing. Your video should also show the “key” words. Upload your writing to Canvas under Lesson 11 Quiz 1 with your PowerPoint and video at least one day before the presentation. |
38 | 6 | 3 | 0 | Students did well for the presentations. The instructor helped them to review the content first. They practiced several times before they recorded the videos. | Add more detailed elements regarding "comparison" grammar point. | |
| Mandarin | MAND 006.40Z | 01174 | 1. Derive meaning from increasingly abstract texts, to
interpret a wide range of subtleties of the structure and content of the
text. 2. Compose lengthier and more accurate discourse about familiar topics to reflect a sustained command of vocabulary and language structures. 3. Demonstrate a steady grasp of the subtleties in the idiosyncracies of Mandarin-speaking cultures, by analyzing and comparing them to one’s own culture(s). |
2022-2023 | Spring | Online with at least som | Presentation/Performan | MAND 006.40Z Lesson Six Presentation/Quiz 1 on 4/24 Monday and 4/26 Wednesday Directions: Write down the content first so it’s easier to practice speaking. You have to submit your presentation in written format (typed). You can do the presentation with PowerPoint and present it in class through ZOOM or pre-record your presentation in a video (Chinese subtitle required). Grading criteria (25 points): Pronunciation 1-5% Use Sentences Correctly 1-5% Written skit 1-5% Performance and Creativity 1-5% Visual Aids (PowerPoint slides or Videos with pictures/photos/images) 1-5% The presentation should be 30 seconds to one minute long. Select one out of the four topics in the following to present: Interpret/Perform a famous love story from any classic novels, folk stories from China or any other countries (you can replay a segment of it; or several segments of it; or an entire story). * Write a love drama skit and present it. Create a love poem or a love song and present it. You can translate an English song to Mandarin and sing. Any topics that related to Lesson Six but it should be pre-approved by the instructor. * Chinese classic love stories: Butterfly Lovers, Dream of the Red Chambers, The Legend of the White Snake, Cowherd Boy and Weaver Girl, etc. |
30 | 7 | 0 | 0 | 3 | Students practiced quite a few times of their presentations before they recorded videos. Th instructor also revised written script for them in advance. | Add different topics in detail regarding "dating" for students to choose from. |
| Chinese Departm | MAND D052-01Z | 37394 | Students will demonstrate the ability to do the
following: *write accurate sentences, and paragraphs incorporating the grammatical structures studied in the course; *generate ideas and prepare to write using the following prewriting strategies: brainstorming, webbing, freewriting. *write effective paragraphs and short compositions using the modes of description, narration and process, etc; |
2022-2023 | Winter | Online with at least som | Presentation/Performan | Students have to demonstrate the ability to write effective paragraphs and short compositions using the modes of description, narration and process. | 18 | 4 | 2 | 1 | 8 | Twenty two students demonstrated their writing skills by using the correct sentence patterns and implemented the specified assigned writing rhetoric with confidences. Some learners are showing their learning process with some help. | In order to write effectively as a second language learners and working for being an interpreter, I will encourage students to do more composition writings and provide times and chances for students to communication in the target language. |
| Mandarin | MAND 001.01Y | 48188 | • Derive meaning from short, simple texts on familiar
topics, relying on contextual clues to extract the gist and some detail. • Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures. |
2022-2023 | Spring | Hybrid (some Face-to-Fa | Presentation/Performan | Mandarin 001.01Y Lesson Two Quiz 3 (5/15 Monday): Make a
presentation. Select one of the following to make the presentation: You can make the presentation by yourself: Introduce yourself; tell the class your name and your nationality. Tell the class how many people there are in your family. Address who they are and what each of your family members does (occupation). Show your family photos or draw pictures of family members with the key terms on and use it to introduce your family members. You can make the presentation with a partner (please let me know your name and your partner’s name): Ask each other’s name and nationality. Ask each other how many people there are in the families, who they are and what their occupations are. Show your family photos or draw pictures of family members with the key terms on and use it to introduce each other’s family members. Direction: Try to practice saying the script as many times as possible. Grading criteria (25 points): Pronunciation 5% (1-5) Use Sentences Correctly 5% (1-5) Volume 5% (1-5) Performance and Creativity 5% (1-5) Visual Aids (Show family photos or draw pictures of family members with the key terms on/with video) 5% (1-5) * You can use online dictionary: http://dictionary.writtenchinese.com/Links to an external site. to look for the occupational titles and http://en.wikipedia.org/wiki/Chinese_kinshipLinks to an external site. to look for the family kinship terms. You have to video record your presentation with visual aids in advance and I will show it to the class. Please upload your PowerPoint or video at least one day before the presentation. Typing in Mandarin: https://pinyinjoe.com/Links to an external site. |
15 | 2 | 1 | 0 | 3 | Students can derive meaning from short, simple texts on
familiar topics, relying on contextual clues to extract the gist and some
detail. They can compose
comprehensible, simple phrases or sentences about familiar topics to reflect
a working command of core vocabulary and language structures. |
N/A |
| Italian | W23 ITAL D002 Ele | 32523 | Student Learning Outcome: Compose comprehensible, simple
phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures and cultural competence. |
2022-2023 | Winter | Online with at least som | Presentation/Performan | Students picked a topic of interest among the ones discussed during the course and created a presentation for the class. | 20 | 9 | 5 | The final Presentation is an engaging and powerful way to help students to develop their voice in the target language and build confidence in their progress, | I'll create a discussion assignment where students can share the transcript of their presentation in advance so that classmates can prepare questions in advance to create a more interactive experience and feedback from peers. | ||
| Japanese | JAPN003-40Z | 46793 | Demonstrate a somewhat consistent working command of
essential vocabulary and language structures necessary to request and
provide, orally and in writing (recognize and reproduce additional 59 Kanji), a more complex/abstract range of information relating to high-frequency situations in familiar contexts such as public transportation in Japan, Japanese traditional culture, climate, classroom, and health. Derive meaning from longer, simple texts on familiar topics, relying on contextual clues toextract main ideas and supporting details.Compose comprehensible, more complex sentences about familiar topics to reflect asomewhat consistent working command of core vocabulary and language structures. Demonstrate an increasingly accurate grasp of social protocols and contributions of Japanese culture, by analyzing and comparing them to one's own culture(s). |
2022-2023 | Spring | Online with at least som | Exam – Course Test/Qui | 1. Vocabulary quiz assesses knowledge and appropriate use
of the vocabulary reflecting in the variety of drills such as role-plays and
pair-works, and core dialogs of each lesson. 2. Written Mid-term examination: An individual written and listening performance will be evaluated on the basis of the correct use of the vocabulary and sentence patterns, the listening comprehension skills, and immediate responsive aptitude. 3. Oral Mid-term examination (interview) evaluates students’ producing comprehensive phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures. 4. Written Final examination: An individual written and listening performance will be evaluated on the basis of the correct use of the vocabulary and sentence patterns, the listening comprehension skills, and immediate responsive aptitude. 5. Oral Final examination evaluates students’ producing comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures. 6. Writing project (essay) assesses how students demonstrate what they’ve learned in the course and how they build their writing skills. -In order to create a good essay, first, reading model essay assignment is required to understand, to analyze, and to evaluate the structure and the content of the model essay. -Bloom’s Taxonomy in foreign language learning. - |
Good thing about online learning (Zoom) is the accessible from anywhere and the ability to share information and feedback in real-time. -I had students in China and in Korea.- I made the learning atmosphere comfortable so that students could learn with the psychological safety. I believe that a relaxed learning environment makes students learn faster. I also gave each student a chance to speak at least once so that he/she will gain confident in him/herself. But I did not force students if they did not want to. In this JAPN3, most students are very diligent, but some were very shy. It was a good idea to let them practice in a small group in Breakout Room. I sometimes joined. I could observe that they practiced in a relaxed atmosphere. | In Zoom class, it is difficult to grasp each students' reaction instantly. 'Interaction' between students and an instructor is a must. I will continue to ask students to use 'chat' when they have questions. I also will continue call on the students one-by-one in order to let students have chances to talk in class. That eventually makes students feel confident in themselves. Finally, right now, I am using audio player to enhance the listening skills. I am also using youtube to introduce Japanese culture. I will continue using these to enhance students' language and culture learning. | |||||
| World Language ( | KORE D001 | 47097 | Student Learning Outcome 1: Develop reading the Korean
alphabet, Hangul and demonstrate a working command of essential vocabulary
(recognize and reproduce some 190 Korean words and expressions) and language
structure necessary to request and provide, orally and in writing,
basic/simple information relating to high-frequency situations in familiar
context, such as greeting, introducing friends/family, locations, making
requests, and describing detail. Student Learning Outcome 2: Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail. Student Learning Outcome 3: Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures. Student Learning Outcome 4: Demonstrate a cursory grasp of social protocols and contributions of Korean –speaking cultures, by analyzing and comparing them to one’s own culture(s). |
2022-2023 | Spring | Online with at least som | Exam – Course Test/Qui | Midterm exam and final exam Vocabulary quiz Homework assignment Oral Exam Presentation |
11 | 5 | 6 | 1 | 1 | 80 percent of the class was conducted to review and
practice textbook material. 20 percent of the class was to introduce
the Korean culture and discussion related to the topics. The proportion of the class activity was as follow: The lecture 30 percent, 40 percent student and an instructor interaction and students interaction including two-way interaction and group project, 10 percent textbook exercises, and the rest exam and student presentation. |
-Encourage the students to visit the office hour to discuss
the progress and improvement. -Encourage the students to watch the lecture recording for review. -To conduct a students survey for feedback. -Have the students visit the tutoring center and practice with the tutor and examine the study material. -Have the homework to re-submit for better grade. -Have a review session before the exam. -Make an arrangement to connect the Korean student association in the campus and a local Korean community. |
| World Languages | KORE D002 | 47098 | A. Demonstrate a deeper grasp of social protocols and
contributions of Korean-speaking cultures B. Comprehend and discuss ideas within the framework of a total 250 vocabulary and expressions C. Develop reading skills of written materials with short, simple texts using contextual clues to extract the gist and an increasing amount of detail at the second elementary level D. Improve writing skills with short essays and letters of comprehensible, simple sentences about familiar topics E. Communicate an increasing range of simple/basic information relating to high frequency situations F. Demonstrate understanding of specific grammatical structures presented at the second elementary level G. Engage in a deeper critical analysis and comparison of their own values and cultural assumptions with those of the Korean-speaking countries and communities |
2022-2023 | Spring | Online with at least som | Exam – Course Test/Qui | Midterm exam and final exam Vocabulary quiz Oral exam Homework assignment Presentation |
18 | 3 | 2 | 1 | 0 | 80 percent of the class was conducted to review and
practice textbook material. 20 percent of the class was to introduce
the Korean culture and discussion related to the topics. The proportion of the class activity was as follow: The lecture 30 percent, 40 percent student and an instructor interaction and students interaction including two-way interaction and group project, 10 percent textbook exercises, and the rest exam and student presentation. |
-Encourage the students to visit the office hour to discuss
the progress and improvement. -Encourage the students to watch the lecture recording for review. -To conduct a students survey for feedback. -Have the students visit the tutoring center and practice with the tutor and examine the study material. -Have the homework to re-submit for better grade. -Have a review session before the exam. -Make an arrangement to connect the Korean student association in the campus and a local Korean community. |
| HNDI Department | HNDI D003.40Z | 46827 | Knowledge of the entire set of grammatical structures in
the Hindi language. This includes the interrogative, postposition and possessive forms and comparative and superlative adjectives and adverbs. |
2022-2023 | Spring | Online - Asynchronous | Exam – Course Test/Qui | Mid term and Final Test - Written and Oral Examination, Quiz and Assignments. | 12 | 15 | 8 | 0 | 1 | Class is very popular, class size is getting larger and more time is being spent on coordination.It's just an observation.It is Heartening to see interest in Hindi is growing. | I am thinking perhaps we can invite more guest speakers. |
| German | Germ 3 | 00937 | Student Learning Outcomes: Compose comprehensible, more complex sentences about familiar topics to reflect a somewhat consistent working command of core vocabulary and language structures. Demonstrate an increasingly accurate grasp of social protocols and contributions of German-speaking cultures, by analyzing and comparing them to one’s own culture(s). |
2022-2023 | Spring | Online with at least som | Other | Collaborative writing project in class using vocabulary and culture knowledge discussed in class (Dialogue: 'In the restaurant.') . Sent to instructor as partner project. Instructor assessed usage of vocabulary and sentence structure as well as grasp of cultural knowledge | 4 | 13 | 2 | 0 | 16 | Students who attended the class were all able to apply the vocabulary and cultural knowledge learned on that day to their writing task. 2 students lacked knowledge of some basic language structures. The instructor could have done a follow-up writing exercise on the following day to address the specific grammatical problems. | The instructor should follow up with more writing tasks/grammar assignments to address specific problems with language structures as evident from writing projects. |
| Korean | KORE D001-40Z | 46840 | Develop reading the Korean alphabet, Hanguel, and
demonstrate a working command of essential vocabulary (recognize and
reproduce some 180 Korean words and expressions) and language structure
necessary to request and provide, orally and in writing, basic /simple
information relating to high-frequency situations in familiar contexts, such
as greetings, introducing friends, locations, family, making requests, and
describing people. Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and some detail. Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures. Demonstrate a cursory grasp of social protocols and contributions of Korean-speaking cultures, by analyzing and comparing them to one's own culture(s). |
2022-2023 | Spring | Online with at least som | Exam – Course Test/Qui | Reading, writing, listening, and speaking
assignments(Textbook and Workbook exercises) will be evaluated on the basis
of the correct usage of basic/simple language functions covered in each
lesson. Periodic written/oral tests and written quizzes will be evaluated on the basis of correct usage of simple/basic vocabulary, grammar points, and listening/speaking communication skills. Midterm and Final exams will be evaluated on the basis of correct usage of grammar and vocabulary and language structures needed to produce basic/simple information for high-frequency situations in familiar contexts. Pair and small group oral presentations will be evaluated on the basis of producing comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures. Observation of individual, pair, and small group in-class work will be evaluated on the basis of correct usage of basic/simple language functions. |
10 | 12 | 4 | 0 | 6 | Given that students were learning a new language for the first time, I spent the first two weeks focusing on learning and pronouncing the basic alphabet effectively. I also increased their understanding of the culture and language by familiarizing them with short sentences and real-life words and expressions, which they then used to create dialogues and give two presentations. Most of the students understood the lesson well and showed great improvement after the oral presentations. Their confidence and interest in the language increased as they started to make sentences. | Due to the limited time available for grammar practice in breakout sessions in each class, I would consider increasing grammar homework and reading assignments to provide more opportunities for grammar and word usage. I would also consider utilizing peer-feedback and discussion to compensate for the limitations of online classes. |
| Korean | KORE D003..40Z | 46841 | Demonstrate a somewhat consistent working command of
essential vocabulary (recognize and reproduce at least 350 Korean words and
expressions) and language structures necessary to request and provide, orally
and in writing, a more complex/abstract range of information relating to high
frequency situations in familiar contexts such as making an apology and
giving reasons, asking for an opinion, extending/accepting/declining
invitations, expressing reservations, asking about prices, and ordering
food/describing tastes. Derive meaning from longer, simple texts on familiar topics, relying on contextual clues to extract main ideas and supporting details. Compose comprehensible, more complex sentences about familiar topics to reflect a somewhat consistent command of core vocabulary and language structures. Demonstrate an increasingly accurate grasp of social protocols and contributions of Korean-speaking cultures, by analyzing and comparing them to one's own culture(s). |
2022-2023 | Spring | Online with at least som | Exam – Course Test/Qui | Reading, writing, listening, and memorizing assignments
will be evaluated on the basis of the correct usage of more complex/abstract
language functions covered in each lesson. Periodic written tests and written/oral quizzes will be evaluated on the basis of correct usage of more complex/abstract vocabulary, grammar points, and listening/speaking skills. The final exam will be evaluated on the basis of the correct usage of vocabulary, and language structures needed to produce a more complex/abstract range of information relating to high-frequency situations. Individual, pair and small group oral presentations will be evaluated on the basis of producing comprehensible, more complex sentences about familiar topics to reflect a somewhat consistent command of core vocabulary and language structures. Oral presentation of cultural topics will be evaluated on the basis of demonstrating an increasingly accurate grasp of social protocols and contributions of Korean-speaking cultures, by analyzing and comparing them to one's own culture. Observations of individuals, pairs, and groups in-class work will be evaluated on the basis of correct usage of more complex and abstract language functions at each class. |
10 | 25 | 3 | 2 | 0 | Most of the students are interested in the Korean language and culture, so they pay attention and actively participate in the class. I have introduced several new tasks to improve their reading and writing skills, and have been able to increase their interest in the culture through letter-writing and food-making projects. | Because third-year Korean students want to experience more than just lesson contents, it would be more effective to give them quarterly long assignments(projects) with personalized performance goals because they have a basic knowledge of the Korean language and a strong interest in Korean culture in addition to basic assessments. |
| RUSSIAN | RUSS2 | 46603 | Demonstrate a greater working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts such as describing family and friends, taking about school life, playing sports, music, expressing opinions, permissions and prohibitions, making polite inquiries. | 2022-2023 | Spring | Other | Exit Interview | I used not only the Exit Interview/Oral Final Exam to assess this SLO, but also Standardized Exams and Conversational Projects where students collaborated on certain topics studied during the quarter. Theses various assignments contribute to vocabulary increase and confidence in language strictures use. | 18 | 6 | 1 | 2 | 4 | Since most of the students are heritage speakers, it is pretty easy to expand the vocabulary and elaborate language structures. Non-speakers show a great willingness to learn and speak the language. | Working this a heritage partner is very beneficial for non-speakers. I give the opportunity to native speakers to help the students who need an assistance |
| Russian | RUSS D003.40Z | 01865 | Demonstrate an increasingly accurate grasp of social protocols and contributions of Russian-speaking cultures, by analyzing and comparing them to one's own culture(s) | 2022-2023 | Spring | Other | Presentation/Performan | Cultural Presentations are a very good way to learn about
world contributions for each nation. I prefer that the students do Oral
Presentations rather that submit Cultural Essays. Here is the reason: when
students do oral presentations they share them not only with the teacher, but
also with the whole class. Even though, it is an optional assignment, many
students decide to participate as this way they earn extra points. They students learn from their classmates
about many cultural phenomena rather than they focus only on one selected
topic. This quarter, we had many interesting presentation on Russian ballet,
school meals and traditional cuisine, history (Peter the Great time), music
(rock-band Kino) etc. After the presentations listeners ask questions or add more information on the presented topic, which leads sometimes to interesting discussions. |
2 | 3 | 5 | 0 | 0 | I am very happy to see the interest on doing Cultural Presentation for both earning extra points and learning about the culture | sometimes students accompany their presentation with their own singing, showing their photography work or videos on their dancing, which makes the presentations something very special and unique |
| German | GERM 002.40Z | 33858 | Student learning Outcome: Derive meaning from short, simple texts on familiar topics, relying on contextual clues to extract the gist and an increasing amount of detail. | 2022-2023 | Winter | Online with at least som | Exam – Course Test/Qui | Students read a short text and had to decide if statements related to the text were correct or incorrect. They had to correct wrong statements. | 15 | 15 | 4 | 0 | 1 | The text's complexity was appropriate for this class level but class time should include more practice exercises on readings so that all students can improve their grasp of details offered in a text and meet the expectations outlined in the SLO. | Offer more opportunities in class to practice exercises on readings so that all students can improve their grasp of details offered in a text. |
| African American | AFAM 11 | 37532 | 1. Acquire an understanding about the historical and social
construction of people who identify as African American and/or Black 2. Define key concepts such as race, ethnicity, culture, capitalism, diaspora, ma’afa, sankofa, culture, class, and explain how such concepts function within both the African American community and the larger United States’ society. 3. Recognize and understand the African Diaspora. Understand the role of resistance in African Diasporic social and political thought. 4. Understand that there is no monolithic experience within the African American community. |
2022-2023 | Winter | Online - Asynchronous | Exam – Course Test/Qui | Personal reflection essay on course learning. | 36 | 4 | 3 | 0 | 5 | The students who completed the assignment, did exceptionally well. The only students who did not do well, did not complete the assignment. | Continue to work with students to that fall behind in the course. |
| Chicanx-Latinx St | CHLX D010..40Z | 48161 | Recognize and analyze the impact of historical and contemporary forms of institutionalized racism, classism, sexism, inequality and practices of social justice in the context of the Chicanx and Latinx Communities. | 2022-2023 | Spring | Online - Asynchronous | Project | This assignment was a group project where students had to
select a topic based on the course module that highlighted key components of
Chicanx-Latinx studies. Each module not only highlights racism, classism, and
sexism but each highlighted of various stakeholders who fought for social
justice. The students created a presentation/webpage based on the following topics discussed in the course. ChicanX/LatinX Identity, Violence & Treaty of Guadalupe Hidalgo, U.S. Foreign Policy in Latin America & the Caribbean, Chicana/Latina Feminism, and The Fight for Chicano Studies. In addition to developing a website that they presented, they had to engage with the community through their work by sharing. Each team member must share the webpage with five people (family, friends, peers in class, community members, etc) Purpose is to share knowledge. The purpose of sharing their work was to engage in conversation of not only social injustices but the continued struggles the community engages in to combat racism. The webpage broke down as such. There will be five pages total within the website 1) Homepage 2) Why is this topic important? 3) Background History/Context 4) Key Contributions/Success 5) Research/Report/Statistics/Data (These webpage headers can change based on the project). This allowed students to take different components of the SLO and demonstrate how each of them are interconnected to each other to highlight the intersectionality/complex nature of the social injustices that impacted this community. |
35 | 10 | 5 | 0 | 5 | This was an amazing assignment that I was able to experiment with. It allowed students to demonstrate their mastery of the SLO but in a manner that was engaging, purposeful, and overall stimulating for them. They turned a research paper into a website that demanded just as much research but in a manner they were comfortable with. Not only that but they also presented this assignment to the community and each other, where normally students do not like doing public speaking. In addition the students were able to produce high quality websites that was informative to me as well. It was fun for me to grade and amazing to watch them produce. | Create an opportunity for them to share their work with a larger audience and now start to create a newer rubric that creates some more uniform around what their website will need. |
| Chicanx-Latinx St | CETH D010.61Z | 47608 | Analyze a contemporary pattern of racialized inequality or racism with an intersectional analysis that pays attention to race, class, gender, sexuality, religion, national origin, citizenship, and/or language. | 2022-2023 | Spring | Online - Asynchronous | Project | This assignment was a group project where students had to
select a topic based on the course module that highlighted key components of
how race has been socially constructed. More importantly how that has led to
the systemic racism we experience today. Each module not only highlighting
racism, classism, and sexism but each highlighted of various stakeholders
fought for social justice. The students created a presentation/webpage based on the following topics discusses in the course. Racial Formations, Who Belongs, Contradictions and Disruptions, and The Fight for Ethnic Studies. In addition to developing a website that they presented they had to engage with community through their work by sharing. Each team member must share the webpage with five people (family, friends, peers in class, community members, etc) Purpose is to share knowledge. The purpose of sharing their work was to engage in conversation of not only social injustices but the continued struggles community engage in to combat racism. The webpage broke down as such. There will be five pages total within the website 1) Homepage 2) Why is this topic important? 3) Background History/Context 4) Key Contributions/Success 5) Research/Report/Statistics/Data (These webpage headers can change based on the project). This allowed students to take different components of the SLO and demonstrate how each of them are interconnected to each other to highlight the intersectionality/complex nature of the social injustices impacted this community. |
40 | 5 | 5 | 0 | 0 | This was an amazing assignment that I was able to experiment with. It allowed students to demonstrate their mastery of the SLO but in a manner that was engaging, purposeful, and overall stimulating for them. They turned a research paper into a website that demanded just as much research but in a manner they were comfortable with. Not only that but they also presented this assignment to the community and each other, where normally students do not like doing public speaking. In addition the students were able to produce high quality websites that was informative to me as well. It was fun for me to grade and amazing to watch them produce. | I would want to dedicate more time to fine-tuning this project to allow them to dive deeper into understanding how racism impacts them today. This was my first time doing this project and it was rewarding. |
| RUSSIAN | RUSS 1 RUSS D001. | 36591 | Demonstrate a working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts. | 2022-2023 | Winter | Other | Project | Conversational Projects "Who an what do you have in
your family or at home?" was performed towards the end of the Chapter 3.
The class was divided in 5 groups to work on conversational assignments
selected by the instructor. Students were asked to learn the core vocabulary,
phrases and idioms ahead of time to get the most benefits of speaking Russian
with their classmates during one-hour project. Students evaluated their work by themselves and I added my points as well after I attended and observed the work in the groups. Maximum points were given if student was attentive and eager to participate; gave more than asked for; negotiated meaning with other students; elaborated spontaneously; used circumlocution to compensate for unknown vocabulary Half of the points were given if student participated adequately but waited to be called upon; responded sometimes incorrectly. Zero points were given if student didn't show up for the activities, barely cooperated with the classmates; responded mostly incorrectly. |
15 | 6 | 5 | 2 | I was very happy with the results and the quality of work. | my observation and guidance (was needed only in one group) of the group work. The rest of the groups used the written descriptions/directions on what to do during the project. | |
| FRENCH | FREN D001 40Z | 01076 | - Derive meaning from short, simple texts on familiar
topics, relying on contextual clues to extract the gist and some
detail. - Demonstrate a working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts such as greetings, introductions, leave-taking, description of family members, daily activities, and hobbies, expression of (dis)likes and future plans. - Compose comprehensible, simple phrases or sentences about familiar topics to reflect a working command of core vocabulary and language structures. - Demonstrate a cursory grasp of social protocols and contributions of French-speaking cultures, by analyzing and comparing them to one's own culture(s). |
2022-2023 | Fall | Online with at least som | Exam – Course Test/Qui | The assessment method is based on three aural and written
chapter tests as well as a final oral exam and a final written test. The tests contain the following activities : 1/The comprehension of short small texts. Based on questions, students have to demonstrate through their answers, their understanding of the text for which they have learned the keywords, the cognates, and the grammatical structures. 2/ Questions and answers: the oral test demonstrates the ability of students to understand oral or written simple basic questions. The students show through their answers that they have a command of essential vocabulary and language structures learned in class such as introducing themselves or other people, identifying people, places, and things, describing them, expressing actions, talking about nationalities, personalities, clothing, and academic subjects, locating people and objects, getting information... They are also asked to provide questions on those topics. 3/ A composition (Final written exam) for which the students have to write a dialogue on the studied topics to reflect a working command of core vocabulary and language structures. The Final composition encompasses all the notions and the syntax studied during the quarter. 4/ Analysis and comparison: to show that they are able to analyze certain social protocols, students are presented with test activities such as a "Comparison of greeting customs in different French-speaking countries and different social situations followed by a comparison of the student's culture." In French-speaking cultures, it is customary to greet others with one to four kisses on each cheek, known as "la bise." In comparison, in the American culture, handshakes, verbal greetings, and hugs may be more common. By recognizing and discussing this difference, they demonstrate an understanding of diverse greeting customs and acknowledge the unique social protocols of French-speaking cultures. |
24 | 5 | 1 | 3 | 6 | 62% of the students are excellent, 13 % meet expectation,
3% approach expectations, 8% don't meet expectations and 15% withdrew from
the course. The number of people withdrawing from French 1 is high: Most often, it is because French can be a challenging language to learn, especially for students who have no prior exposure to it. The complexity of grammar, vocabulary, spelling, and pronunciation may make it more demanding compared to other languages. Some students may find it too difficult and choose to withdraw rather than struggle. Sometimes, they are also overwhelmed by the time and effort needed inside and outside of class. If they have part-time jobs, health issues, or personal challenges, it's hard to manage their time effectively. Then again, they prefer to withdraw. |
I may need to make personal connections with students that
are struggling and/ or about to withdraw from the course. Each one of the failing students has many problems. Engaging often in one on one conversations creates personalized attention that can help them build confidence. I should take steps to provide emotional support, actively listen to their concerns, and connect them with appropriate counseling or support services if needed. |
| French | D002.40Z | 36611 | - Derive meaning from short, simple texts on familiar
topics, relying on contextual clues to extract the gist and an increasing
amount of details. - Demonstrate a greater working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, an increasing range of basic/simple information relating to high-frequency situations in familiar contexts such as expressing desire, ability, and obligation, expressing negation, narration of past events. - Compose comprehensible, simple phrases or sentences about familiar topics to reflect a greater working command of core vocabulary and language structures. - Demonstrate a cursory grasp of social protocols and contributions of French-speaking cultures, by analyzing and comparing them to one's own culture(s). |
2022-2023 | Winter | Online with at least som | Exam – Course Test/Qui | The assessment method is based on three aural and written
chapter tests, a final oral test, a final written test, and assignments. The assignments contain the following activities : 1/The comprehension of texts: The students have to complete some reading comprehension exercises throughout the quarter like "La passion des vacances" Based on their understanding, students have to answer questions on the text for which they have learned keywords and cognates. The students get help with the text's unknown vocabulary. 2/ Questions and answers: the final oral test demonstrates the ability of students to understand oral or written simple basic questions. The students show through their answers that they have a command of essential vocabulary and language structures learned in class such as expressing desire, ability, necessity, and obligation, talking about markets and stores, knowing how to order food in restaurants, talking about vacation and transportation, talking about media and modern technology, talking about past events, and expressing for how long, how long ago and since when something took place. 3/ A composition (Final written exam) for which the students have to write a letter on the studied topics to reflect a working command of core vocabulary and language structures. The Final composition encompasses all the notions and the syntax studied during the quarter, including the use of 3 learned verb tenses: présent, passé composé, imparfait. 4/ Analysis and comparison: to show that they are able to analyze certain social protocols, students are presented with test activities such as differences in eating habits and how they reflect cultural and societal norms in France and the United States. In France, it is customary to have slow and leisurely dining. Gastronomy is a big part of French culture: it has been classified by UNESCO as an "Intangible Cultural Heritage of Humanity. The structure, the portions, and the timing (meals lasting for hours in France, but often tending to be faster-paced, with a focus on efficiency and convenience in the US.) are different in the US and in France. By recognizing and discussing these differences, the students demonstrate an understanding of diverse customs and cultures. |
28 | 1 | 0 | 4 | 4 | Among 37 students, 76% did very well in the class 3% had an average score 11% failed the class due to a lot of absences. and 11% withdrew for personal reasons. I am satisfied with the overall score of the class but unhappy about the 4 students that failed. |
I need to continue making personal connections with
students that are struggling (11%)
Each one of the failing students has many problems. Engaging often in one on one conversations creates personalized attention that can help them build confidence. I will continue to take steps to provide emotional support, actively listen to their concerns, and connect them with appropriate counseling or support services if needed. |
| Asian American a | ASAM 20-01Y/ELIT 2 | 47944 (ASA | Analyze issues pertaining to race, class, sexuality and/or gender in relation to Asian Pacific American communities. | 2022-2023 | Spring | Hybrid (some Face-to-Fa | Other | Assessments are based on an 800-1200 word analytical essay. Students generated questions relevant to Asian Pacific American studies or Asian Pacific American communities, analyzed each others' responses to the questions, and then did research to find one or two sources that would provide support and/or context so that they could answer the questions with more depth and support in their analytical essays. | 10 | 3 | 4 | 1 | 5 | * The largest portion of the students (10/23) exceeded
expectations. This suggests that
expectations should be raised in some way. * The evaluation criterion that was not fulfilled most often was the one that concerns the selection and critical application of sources drawn from students' independent research. * The essay that did not meet expectations referred to the student's experience, but did not adequately contextualize it. Without contextualization, the analysis did not clearly demonstrate that the writer was applying course content to his unique experience. In other words, the writer did not demonstrate anything more than a superficial grasp of concepts applied in the course. * A significant number of students (5/23) were not able to complete the assignment. * This assignment goes somewhat beyond the requirement in the current Student Learning Outcome, insofar as it asks students to analyze an issue pertaining to the intersection of race and class, sexuality, or gender in relation to Asian Pacific American communities. Intersectionality is a key topic in one of the five CSU-GE Area F Ethnic Studies core competencies. |
* Sharpen the rubric so that it will be easier to evaluate
the quality of analysis. In
particular, further differentiate between analysis that meets expectations
and analysis that exceeds expectations. * Provide students with more guidance on how to apply their research towards answering the analytical questions raised in the course. * Provide more support to students who are struggling with the assignment so that they will be able to complete it. * Revise this student learning outcome so that it is more in line with the CSU GE requirements for Ethnic Studies. |
| French | French D003. 40Z | 46581 | - Derive meaning from longer, simple texts on familiar
topics, relying on contextual clues to extract main ideas and supporting
details. - Demonstrate a somewhat consistent working command of essential vocabulary and language structures necessary to request and provide, orally and in writing, a more complex/abstract range of information relating to high-frequency situations in familiar contexts such as nature and environment, physical and mental wellness, subjective statements of advice, doubt, expectation, (dis)approval, and hypothetical scenarios. - Compose comprehensible, more complex sentences about familiar topics to reflect a somewhat consistent working command of core vocabulary and language structures. - Demonstrate an increasingly accurate grasp of social protocols and contributions of French-speaking cultures, by analyzing and comparing them to one's own culture(s) |
2022-2023 | Spring | Online with at least som | Portfolio Review | The assessment method is based on three aural and written
chapter tests, a final oral test, a final written test, and assignments. The assignments contain the following activities : 1/The comprehension of texts: The students have to complete some reading comprehension exercises throughout the quarter like "Idée weekend pour budget étudiant" Based on their understanding, students have to answer questions on the text for which they have learned keywords and cognates. The students get help with the text's unknown vocabulary. 2/ Questions and answers: the final oral test demonstrates the ability of students to understand oral or written simple basic questions. The students show through their answers that they have a command of essential vocabulary and language structures learned in class such as talking about artistic and historic heritage, reporting everyday events, and reciprocal actions, talking about jobs and professions, banking and finance, leisure time activities, about environmental and social problems, making comparisons using interrogative pronouns in addition to many other communicative functions. 3/ Compositions for which the students have to write an essay in a form of a film review for example to reflect a working command of core vocabulary and language structures. At this level, they must show that they can describe and evaluate a film so that readers will want to see (or skip) it, describing the characters, the plot, and the setting. 4/ Analysis and comparison: French-speaking cultures have made significant contributions to art and literature throughout history. By researching and discussing notable French artists and comparing them to artists from their own culture, students demonstrate an awareness of the cultural impact of French-speaking societies and the unique expressions of creativity within those cultures. The students had to work on group projects and present the work of some French-speaking artists. The artworks were then discussed in class. |
27 | 1 | 0 | 1 | 3 | I am happy with the work accomplished in this class. Practically all the students surpassed expectations and achieved remarkable results. The only person that didn't meet expectations had very promising results until mid-quarter but had to stop attending class because of work schedule conflicts. | Students from French 3 could be helping struggling students
from French 1 and getting credit for it. I will organize that for the coming year. |
| American Sign La | SIGN 001 | 2251 | Students will be able to : A) Language Functions 1) Giving directions 2) Describing other people 3) Making requests 4) Describing family and occupations 5) Attributing qualities to others 6) Describing routines B) Grammar: 1) Giving directions 2) Describing other people 3) Making requests 4) Describing family and occupations 5) Attributing qualities to others 6) Describing routines. C) Issues within the Deaf culture and community |
2022-2023 | Fall | Face-to-Face | Exam – Course Test/Qui | 1a. will translate
30 ASL vocabulary into English through teacher dictated ASL vocabulary 1b. will translate & ASL phrases into English through teacher dictated ASL phrases 2a. will translate 10 English written prompts into ASL signs 2b. will translate 10 English spoken prompts into ASL signs. 3a. will write a two page response report about the event that includes a description and the reaction to the event and evaluated by using an agreed t\upon instructor -created rubric. |
20 | 5 | 2 | 2 | 4 | I will evaluate all students on their ability to communicate in ASL. Each student will tell a story in ASL while the other students will evaluate their presentations for comprehension and clarity of signs. The instructor will evaluate their signs for ASL grammar and clarity. | ASL students will learn to incorporate new vocabulary into correct grammar and syntax. Through repeated practice students will learn to feel more comfortable and confident communicating in sign language/ASL. This will open opportunities for students to work in the Deaf community or just communicate with Deaf people in whatever environment they encounter. T |
| Italian | ITAL D001.01Z | | 46261 | Student Learning Outcome: Demonstrate a working command of
essential vocabulary and language structures necessary to request and provide, orally and in writing, basic/simple information relating to high-frequency situations in familiar contexts such as greetings, introductions, and leave-taking; talking about family members, daily activities, routines and hobbies, expressing (dis)likes and describing future plans |
2022-2023 | Spring | Online with at least som | Exit Interview | Students were given a list of questions to prepare for a simulated conversation with a small group of peers and the instructor. During the interview, students were expected to ask and answer simple questions about high-frequency situations. | 10 | 13 | 3 | 4 | While the students showed a great domain of the language by using simple sentences to reply, the assessment showed me that students are still reluctant to go out of their comfort zone when asked impromptu questions. | I plan to add some activities to help the student to engage in more impromptu " interactions" in the target language. | |
| NAIS | NAIS 15 | 47920 | 1. Demonstrate the abilities to analyze Native American
traditional and contemporary forms of literature within social, historical,
and tribal cultural contexts. 2.Compare and contrast the literature of Native American cultural traditions, including American Indian adaptation and accommodation to Euro-centric literature forms. 3. Think critically about the effects of race/ethnicity, racialization, ethnocentrism, and colonialism on Native American lived experiences, struggles for religious freedom, and resistance and accommodation as they pertain to the impact on historic and current concepts of identity and sovereignty expressed in Native American literature. 4. Research local organizations that support the goals of Native American communities, and engage in community activities. |
2022-2023 | Spring | Online - Asynchronous | Survey | Used an end-of-quarter survey with a Likert-type scale to ask students to assess their learning based on the four SLOs. The target for success is to have at least 75% of students indicate "Agree" or "Strongly Agree" with each of the four survey statements. | 13 | 12 | 2 | 0 | 12 | Students improved in their ability to meet SLOs from beginning of quarter survey to end of quarter survey. Participation in end of quarter survey was not 100%. | Require end of quarter survey so that all students participate. |
| CETH/ADMJ | CETH 29/ADMJ 29 | 47600 | 1. Think critically about and analyze the effect court
rulings and legislation have on cultural diversity/cultural pluralism in the
United States today. 2. Think critically about concepts such as race/ethnicity, racialization, ethnocentrism, eurocentrism, white supremacy, settler colonialism, decolonization, sovereignty, and anti-racism, and the effects on Native American, Native Hawaiian, African American, Latinx/Chicanx, and Asian American group experiences, social struggles, and resistance emphasizing agency and group affirmation; analyze the impact on the group’s current power and status within U.S. society. 3. Critically analyze the intersection of race and racism as they relate to class, gender, sexuality, religion, spirituality, national origin, immigration status, ability, tribal citizenship, sovereignty, language, and/or age in Native American, African American, Asian American, and Latinx/Chicanx American communities. 4. Critically review how struggle, resistance, and racial and social justice as experienced by Native American, African American, Asian American, and Latinx/Chicanx American communities are relevant to current and structural issues, especially as seen in law and policy in areas such as tribal rights and sovereignty, immigration, language, voting, and housing. 5. Describe and actively engage with anti-racist and anti-colonial issues and the practices and movements that support the goals of marginalized groups, including Native American, Native Hawaiian, African American, Latinx/Chicanx, and Asian American groups. |
2022-2023 | Spring | Online - Asynchronous | Survey | Used an end-of-quarter survey with a Likert-type scale to ask students to assess their learning based on the four SLOs. The target for success is to have at least 75% of students indicate "Agree" or "Strongly Agree" with each of the four survey statements. | 20 | 27 | 3 | 1 | 9 | Most students met or exceeded expectations. A couple of students neither agreed nor disagreed with their ability to meet one of the SLOs. Almost all students participated. | Provide a beginning of quarter survey so that comparisons can be made. |
| NAIS | NAIS 14 | 37378 | Students will be able to discuss how and why beliefs, values, assumptions, communication and spiritual practices interact to shape ways of being and knowing within the American Indian/Alaskan Native experience. | 2022-2023 | Winter | Online - Asynchronous | Exam – Course Test/Qui | Midterm Exam with target of 80% class average for students who take the exam. | 8 | 13 | 3 | 10 | 0 | The average score for the Midterm Exam was 80%, with a high of 92% and a low of 60%. Only 4 students scored below 70%. | No further action at this time. |
| NAIS | NAIS 14 | 37378 | Students will be able to identify and evaluate the elements of religious syncretism and its respective roles within American Indian/Alaskan Native experience. | 2022-2023 | Winter | Online - Asynchronous | Exam – Course Test/Qui | Final Exam with target of 80% class average for students who take the exam. | 18 | 5 | 12 | 1 | 5 | Students who took the final exam did much better than they did on the midterm exam, despite the time restraints. | Work on student retention to get all students to the end of the quarter. |
| NAIS | NAIS 12 | 38204 | 1. Analyze and articulate concepts such as race/ethnicity,
racialization, ethnocentrism, eurocentrism, white supremacy, settler
colonialism, decolonization, self-determination, sovereignty, and anti-racism
within the context of Native American Studies. 2. Apply theory and knowledge produced by Native American communities to describe critical events, histories, cultures, contributions, lived-experiences, and social struggles, emphasizing the effects on agency and group-affirmation and identity. 3. Analyze critically the intersection of race and racism as they relate to class, gender, sexuality, religion, spirituality, tribal citizenship, and sovereignty in Native American communities. 4. Review critically how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced by Native Americans, are relevant to current and structural issues, including tribal sovereignty, repatriation, religious freedom, and identity. |
2022-2023 | Winter | Online - Asynchronous | Survey | Used an end-of-quarter survey with a Likert-type scale to ask students to assess their learning based on the four SLOs. The target for success is to have at least 75% of students indicate "Agree" or "Strongly Agree" with each of the four survey statements. | 16 | 12 | 1 | 0 | 15 | Students improved in their ability to meet SLOs from beginning of quarter survey to end of quarter survey. Participation in end of quarter survey was not 100%. Fifteen students did not participate in the end of quarter survey. Of those 15, ten did not take the final exam/complete the course. | For those students who finish the course (i.e., complete all assignments & take the final exam), need to get all to participate in the end of quarter survey (mandatory). |
| VIETNAMESE | VIET D003.40Z | 45146 | 1. Demonstrate a somewhat consistent working command of
essential vocabulary and language structures necessary to request and
provide, orally and in writing, a more complex/abstract range of information
relating to high-frequency situations in familiar contexts. 2. Derive meaning from longer, simple texts on familiar topics, relying on contextual clues to extract main ideas and supporting details. 3. Compose comprehensible, more complex sentences about familiar topics to reflect a somewhat consistent working command of core vocabulary and language structures. 4. Demonstrate an increasingly accurate grasp of social protocols and contributions of Vietnamese-speaking cultures, by analyzing and comparing them to one's own culture(s). |
2022-2023 | Spring | Other | Presentation/Performan | Students engage in various active learning activities including quizzes, skits, paired learner interviews, group interactions, reading comprehension, essay writing, and PowerPoint presentations. | 22 | 11 | 10 | 0 | 0 | The various active learning activities helped meet the students' diverse needs and serve all the different learning styles. | I will try to develop a more effective approach to ear training with the Vietnamese tones and sounds to help those students who still misunderstand and/or mispronounce some of the tones and sounds even toward the end of VIET 3. |
| African American | AFAM D10.60Z | 26996 | Examine the intersections of social constructions like race, class, gender, and sexual orientation as it relates to the Black and/or African American experience. | 2022-2023 | Fall | Online - Asynchronous | Exam - Standardized | Final examination was a written four-page minimum paper which required students to analyze the social constructions of race, class, gender, sexual identity, etc. as it relates to the Black American experience as they have learned in the course. | 15 | 24 | 0 | 3 | 8 | There were 39 out of 42 possible students who met or exceeded expectations. The 3 others failed to complete the assignment. | Continue to foster a learning space where students want to complete the course and succeed. |
| African American | AFAM D10.01Y | 37649 | Analyze the impact of institutionalized racism, classism, sexism, homophobia, and other forms of oppression and discrimination on the economic and social conditions of Black and/or African Americans in the United States. | 2022-2023 | Winter | Hybrid (some Face-to-Fa | Exam - Standardized | Midterm examination required students to analyze the impact of institutionalized racism, classism, sexism, homophobia, and other forms of oppression and discrimination on the economic and social conditions of Black and/or African Americans in the United States by comparing and contrasting the media's reporting on the Jan 6th insurrection and the protests for Black Lives. | 6 | 9 | 5 | 4 | 4 | 15 of 24 students met or exceeded expectations for this assessment. | Continue to offer students culturally-relevant assignments that allows them to foster critical thinking skills. |
| African American | AFAM D10.51Z | 48540 | Identify and analyze contemporary issues impacting people who identify as Black and/or African American within United States society. | 2022-2023 | Spring | Online - Asynchronous | Project | This project has students write a paper reflecting on their personal racial formation and identity and it's impact on how they've internalized anti-Black messages about Black people to identify and analyze contemporary issues impacting people who identify as Black and/or African American within United States society. | 18 | 5 | 4 | 3 | 3 | 23 out of 30 students met or exceeded expectations. The students who did not, did not complete the assignment. | Figure out better ways to get students to complete this assignment. Perhaps scaffold some of the work to earlier in the quarter. |
| Spanish | SPAN 1.01Y | 48177 | Understand the gist and recognize basic details of simple, aural / written texts adapted for learners on familiar topics. | 2022-2023 | Spring | Hybrid (some Face-to-Fa | Exam – Course Test/Qui | Listening passage embedded in final exam with five multiple
choice questions. The recording (1 min 52 secs) focuses on a description of
Matilde's family using kinship terms, proper names, and a lot of reflexive
verbs with activities that the individuals enjoy doing, alone or as a family.
|
13 | 8 | 2 | 5 | 0 | The recording (1 min 52 secs) focuses on a description of
Matilde's family using kinship terms, proper names, and a lot of reflexive
verbs with activities that the individuals enjoy doing, alone or as a family.
Student success rates ranged from 95% (Q4) to 75% (Q3) to 70% (Q2) to 65% (Q1, Q5). Students exceeded expectations (95%) determining if the name of Matilde's cousin had been mentioned in the recording. They met expectations (75%) in determining whether Matilde and her mother were older than their corresponding siblings. They met expectations (70%) in determining whether Matilde has more than one uncle, sibling, cousin, or grandmother. They performed below expectations (65%) in two questions: determining what side(s) of Matilde's family was/were described in the recording and how many grandchildren Matilde's grandparents had. I'm a bit surprised at the 65% success rates in two of the five questions. |
I listened again to the recording and compared the content to the wording of the two questions in order to assess what may have caused the non-success on Q1 and Q5. The question about how many grandkids there are in the family requires students to keep track of how many individuals are introduced throughout the recording. This is a good question and I will keep it. On the other hand, the question about what side(s) of the family is/are described is ambiguous and I will revise. The recording does focus only on Matilde's mom's side of the family, but it is confusing to have a three way choice for the answer (mom's side, dad's side, both sides) since the mention of the father in the recording may mislead some students. A True/False format may be better. |
| ASAM | ASAM 13 - 01Z | 47918 | ASAMD013. - Asian
Americans and Asia • Analyze historical and/or contemporary political economic linkages between the U.S. and Asia and how they have shaped the experiences and identities of Asians in the U.S. • Complete a project utilizing critical analysis, research, and writing skills to assess the relationship between the U.S. and Asia and its impact on on an issue that significantly affects an Asian American population. |
2022-2023 | Spring | Online with at least som | Project | ASAM 13 used a final project--a slide deck called a Transnational Asian Americanist Take--to assess the two SLOs. The final project required independent research and the application of key course perspectives and concepts, including the requirements outlined in the SLOs. | 10 | 7 | 10 | 16 | 1 | I think students may need more guidance with the final project since it requires independent research and close analysis with integration of course material/concepts. I think the project may be "too big" as a single assignment. | For next time, I will try to create more guiding assignments that break down the final project into more step by step components. |