SSCPR Agenda - November 23 2011

1

2

3

4

5

6

7

8

9

10

1

12

13

14

NEx

A

. Call to Ord

. Confirmat

. Approval o

. Matters Ar

. Chair’s Rep

. Facilitators

. External R

. Coordinato

. One Year F

0. Self‐Study

1. Proposed

2. Making Pr

3. Other Busi

4. Adjournme

ext Meeting:xpecting two

Attachments:

Psycho

Moder

Senate

Facilitators

der – Ken Hug

ion of Agenda

of Minutes (N

rising – Ken H

port – Ken Hu

s’ Reports – C

eview Teams

or’s Quarterly

Follow–Up Re

Report (appr

Review of Pro

ogram Review

iness

ent

December 1self‐study re

ology: One‐Ye

rn Languages

e Report

s’ Reports wil

ghes

a

November 2, 2

Hughes

ughes

Cathy Bray an

– Cathy Bray

y Report ‐ TBA

eport: Psycho

rox. 20‐30 mi

ogram Review

ws Publicly Av

4, 2011, 3‐5pports

ear Follow–U

s: Self Study R

ll be issued at

2011)

nd Colleen Mc

y and Colleen

A

ology (PSYC)

nutes): Mode

w – Anne Lava

vailable

pm, Surrey, Ce

p Report

Report

t meeting

Senate StWednesd

�

cGoff Dean

McGoff Dean

ern Language

ack

edar 2110A

tanding Comday, Novemb

Clove

n

es (MODL)

mittee on Prber 23, 2011 erdale Camp

AGENDA

ogram Review3:00 – 5:00pmus Boardroom

A

wmm

SSC Minu

PreseDanieKathlWarrCathyMikeSean DanaIzgy GKennColleComfLarissAlexaCarolLindaDavid Reco 1. C

C

2. CA MT

Program Reutes

ent: elle Baxter (Feen Bigsby ren Bourgeoy Bray Coombes Conway Cserepes Gocer eth Hughes en McGoff Dfort Oluwatosa Petrillo andra Richmlyn Robertsoa Rogers d Wiens

rder: Elizabe

all to Order hair Ken Hug

onfirmationAn email from

Moved by MHAT the age

view

Facilitator te

is

(Chair) Dean (Facilitofumi

ond on

eth Merritt,

ghes called t

n of Agenda m Anne Lava

ike Coombeenda be app

M

eam)

ator)

University S

the meeting

ack was adde

es; secondedproved as am

1

Se

inutes

RegretJane FeJudy HChristi GuestsRob AdChristiKathleeKevin HGreg MTeresaNicola Barbar

Secretariat

g to order at

ed under ite

d by Wendy mended.

nate Stan

Wed

ts: ee azel na Heinrick

s: damoski ne Crowe en HaggithHamilton Millard MorishitaSoles ra Thomas‐B

3:05pm.

m #10.

Royal:

Nove

nding ComProgra

nesday, Nove

3:0

G

Bruzzese

MOT

ember 2, 201

mmittee oam Review

ember 2, 201

00‐6:00pm pm

‐ 2110, Surre

ION CARRIE

11

n w

11

m

ey

D

SSC Program Review 2 November 2, 2011 Minutes

3. Approval of Minutes

The following corrections were made to the minutes of September 22, 2011

Add Jane Fee and Comfort Oluwatofunmi to the list of attendees

Include Christine Crowe and Wendy Royal as guests

Item 7a: correct ELST one year follow‐up report to three year action plan report

Remove item 7b

Item 8: change 2 references to Student Life and Development to Student Life and Communities

Moved by Mike Coombes; seconded by Comfort Oluwatofunmi: THAT the minutes of September 22, 2011 be approved as amended.

MOTION CARRIED

4. Matters Arising Jody Gordon informed the Chair that Izgy Gocer will be the representative of Student Life and Communities on the SSC Program Review.

5. Chair’s Report

The Chair gave a presentation on the program review process to the VP Academic and the AVP Academic who indicated that they felt that the process could be streamlined and made more efficient. He has invited Anne Lavack and Jane Fee to the meeting on November 23, 2011 with the facilitators and coordinators.

6. Facilitators’ Reports

Reports were submitted by Cathy Bray and Colleen McGoff‐Dean.

Colleen is taking over the History program review

Cathy Bray is resigning at the end of December. Ken Hughes acknowledged her contributions to the committee and wished her well in the future.

Colleen has been meeting regularly with the Public Safety program since May and she is considering how best to serve the needs of small programs

Concerns were raised about the delays regarding the Horticulture programs

Kathleen Bigsby distributed a draft document on Program Review Process Milestones. It was suggested that she add a “Facilitator” column.

7. One Year Follow‐up Reports Applied Programs for People with Disabilities (APPD)

Kathleen Haggith is the new Associate Dean of the Faculty of Academic & Career Advancement.


Alexandra Richmond congratulated the Faculty of Academic & Career Advancement for the work they’ve done over the last year. For the APPD one year follow‐up Barbara Thomas‐Bruzzese, Nicola Soles, and Teresa Morishita gave a Powerpoint presentation, a copy of which was distributed with the agenda. The same presentation is going to be made to the ACA Faculty Council in December. The program has identified 6 priorities to guide the department for the next 5 years. During the review process the team took the following actions:

Development of roles and responsibilities

Need for the Dean’s office to be more involved in APPD

Committee deferral

Establishment of the Transition Advisory Group (TAG) which is developing a rationale for a semester based system

Course outline revision for job preparation and work exploration and strategies for employment

Development of a program vision

Participation in Lean Thinking workshop

Working with SSC Curriculum to clarify academic component of program

Needs assessment, program revision proposal, development of advisory group

APPD is requesting a six month extension on the project end date to June 2012. The ACA Faculty noted that the program review process provided focus to their program areas and helped them provide evidence based information. Moved by Carolyn Robertson; seconded by Mike Coombes: THAT SSC Program Review receive and accept the APPD 1 year follow‐up report.

MOTION CARRIED

Moved by Mike Coombes; seconded by Izgy Gocer: THAT SSC Program Review accept a 6 month extension of the APPD program action fund.

MOTION CARRIED

8. Self‐Study Reports Psychology Kevin Hamilton gave a verbal report. The action plan is about 70% completed and makes the following recommendations:

Improve the program flow and better design the curriculum

Work with the Dean’s office for more effective ed planning


Work with the Dean’s to generate ed plans a minimum of one year in advance

Develop strategic plan to identify future pedagogical department directions and goals

Continue efforts to enhance BAA enrolment

Develop model to improve online offerings to facilitate student access

Reconfigure BA and BAA Honours

Review course areas for possible curriculum compression/expansion

Address student related concerns express in self‐study about: o Infrequent use of library resources o Seminar courses o Software applications

Provide support for Kwantlen Psychology Society

Investigate workload distribution

Acquire funding to support strategic planning and funding from curriculum grants committee for time release

Improve marketing

Ongoing curriculum monitoring – under way

Course and degree coordination – slow to begin

A report of the accomplishments of their curriculum will be sent to SSCPR. The Chair noted that the Psych self‐study report last year was excellent and an example to other programs. Part of the action plan was to have the Dean report back to the committee. Dean Adamoski indicated his support for the action plan. The AVP, Strategic Enrolment Management, has reviewed Psychology marketing and recommended that the department re‐write its calendar copy to clarify content and programs. There may still be a need for an external marketing program. A question was raised about whether the faculty has a priority planning sub‐committee and if it has reviewed the strategic planning report yet. The report hasn’t been brought to their faculty council yet. SSCPR recommends that programs be promoted departmentally. Moved by Mike Coombes; seconded by Warren Bourgeois: THAT SSCPR has received the Psychology Strategic Planning document subject to receiving a report from their curriculum committee regarding accomplishments carried out in the action plan by the next meeting.

MOTION CARRIED 1 Abstention


Political Science Greg Millard reported on the Political Science action plan. The department’s recommendations are:

BA Major in Political Science

Dedicated physical space

Enhanced support for research

Enriched ‘experiential’ or ‘applied’ element to the program A survey of students found concerns about student dissatisfaction with services, resources and facilities. Over half the students in the survey seemed to find education irrelevant as it relates to employment. Students wanted an enriched experiential learning environment which might address that sentiment. The Faculty expressed dissatisfaction with the marketing of the program. Another issue is the low fill rate of courses which may mean there are too many courses being offered. External reviewers will receive follow‐up documentation in the near future. Moved by Alexandra Richmond; seconded by David Wiens: THAT SSCPR accept the self‐study report.

MOTION CARRIED

Philosophy Warren Bourgeois reported on the Philosophy one‐year action plan.

Philosophy Department thanked Program Review for help with the development of the BA Major in Philosophy

The POST degree is doing well

Talks are successful

Philosophy Club is seeking support and is asking for a designated meeting place 9. Review of Senate Standing Committees ‐ deferred 10. Other Business Email form Provost to Kathleen Bigsby

The following email dated November 1, 2011 from Anne Lavack was read into the Minutes by the Chair:

“We prepared a short statement on the proposed changes to the program review process. Neither Jane nor I will be at the SSCPR meeting this week (tomorrow), and we are wondering if you can read this statement out at that meeting. You’re welcome to send


the statement to your staff as well, if you think that would help. Jane Fee will be back Thursday and I am back Friday. We have recently had a resignation of one of the program reviewers. For budget reasons we will not be filling the position at this time, and it is possible that the funding for this position may be reallocated during the budget process. The Provost’s Office will be re‐examining the program review process to ensure that it is as efficient and effective as possible, given other advances that have taken place at Kwantlen (e.g., the development of the K‐BIT tool; the NSSE survey, etc.). We value the Program Review process, but we are looking at ways to streamline this process and make it more cost‐effective.”

The committee discussed the value of Program Review:

It is a systematic, evidence‐based process that identifies both program strengths and needs

The process is supported by Deans

It provides communication within faculties and across the institution

It identifies systemic barriers, patterns of needs, and success in the institution

It requires programs to address quality and issues that influence the student experience

It shares mechanisms that help other programs (e.g., Lean Thinking/Values)

Action items stay on the front burner and move the process along

External credibility re quality of programs, efficiencies, marketing, physical space, changes to curriculum

Moved by Carolyn Robertson; seconded by Mike Coombes: THAT funding for this position not be reallocated over the next 12 months until the program review process has been evaluated to ensure its efficacy and efficiency.

MOTION CARRIED Moved by Alexandra Richmond; seconded by Mike Coombes: THAT the SSC Program Review will create a document that includes the positive aspects of program reviews including deans’ support, external support, cost benefits, faculty satisfaction, DQAB satisfaction, and external credibility to be delivered to and shared with the VP Academic and the AVP and shared at the budget presentation.


MOTION CARRIED

Action

Sub group of committee (Ken Hughes, Kathleen Bigsby, Larissa Petrillo, facilitators, coordinators) will meet Monday afternoon, November 7 to prepare response to Provost.

Colleen will collect faculty/dean support prior to Monday meeting

Sub group will compile information from DQAB to include in response

Program Review Budget Kathleen Bigsby distributed budget information to the committee regarding the Action Plan Implementation Grant and funding for External Review. 11. The meeting adjourned at 6:00pm.

SENATE

MEETING DATE: November 28, 2011

AGENDA #: 16

PREPARED BY: Ken Hughes

Issue: Report from the Senate Standing Committee on Program Review

The following issues were addressed at the last SSCPR meeting, November 2 28, 2011 (postponed from October 26):

• Memo to SSCPR: A memo was received from Anne Lavack, Provost & Vice President Academic, and Jane Fee, Associate Vice President, Academic: “We have recently had a resignation of one of the program reviewers. For budget reasons we will not be filling the position at this time, and it is possible that the funding for this position may be reallocated during the budget process. The Provost’s Office will be re‐examining the program review process to ensure that it is as efficient and effective as possible, given other advances that have taken place at Kwantlen (e.g., the development of the K‐BIT tool; the NSSE survey, etc.). We value the Program Review process, but we are looking at ways to streamline this process and make it more cost‐effective.” A formal response has been sent to the Provost, inviting her to discuss the content of this memo at a future SSCPR meeting.

• Applied Programs for People with Disabilities (APPD): Presented it’s ‘One‐Year Action Plan’ update, formally completing the Program’s program review requirements. Receipt of the report was formally acknowledged by SSCPR. • Psychology (PSYC): Presented a ‘Strategic Planning Report’ outlining its pedagogical directions and goals, and identifying the infrastructure required to achieve these goals. The Program will present its ‘One‐Year Action Plan’ update for SSCPR’s November 23 meeting. • Political Science (POLI): Presented its Self Study report, which was formally accepted by SSCPR. • Philosophy (PHIL): Presented a set of ‘Experience Notes’, listing their positive experiences with the program review process, and providing some tips to other programs engaged in program review. • SSCPR Budget: Kathleen Bigsby, Director (IAP), presented, as information, a copy of a draft budget to be presented to Kwantlen, on November 16.

Report to Senate Standing Committee on Program Review

Cathy Bray

Nov 23, 2011

• Criminology (started May 2009) The self-study will be presented at the December 14, 2011, SSC-Pr committee by Wade Deisman.

• Adult Basic Education (started Sept 2009). The self-study report will be presented at the December 14, meeting. The external review will happen on February 10.

• Graphic Design for Marketing (started Feb 2010): A draft of the self-was accepted by the SSCPR in June. The external review will take place in January

• Political Science (started April 2010) Self-study report will be prepared in October for presentation to the SSC-PR in November. The external review will happen sometime in January.

• Bachelor of Psychiatric Nursing (started August 2010) Surveys have been completed and sent out. Danielle and I met with Gamini regarding surveys on September 12th and 13th.

• Creative Writing (started January 2011). The student and faculty surveys have been prepared and will be sent out next fall. Danielle and I met with Billeh Nickerson on September 6 for an update regarding surveys. Self-study report should be prepared by early January. Aislinn Hunter will be taking over from Billeh Nickerson as the department's External Review Coordinator

• History. The introductory session on September 9th was successful. Danielle and I met with Tracey Kinney on October 12th regarding surveys. Colleen McGoff-Dean will take over this review.

• Environmental Protection. This review has stalled, because the program changed campuses.

Program Review Action Plan: Psychology One‐Year Report ‐ November 2011:

Recommendations from the Program Review Action Plan are organized according to 1) items that can be accomplished within the next few years without additional resources and 2) items that will require additional resources. References which appear after many recommendations are to the Self Study, authored by Dr.’s Hamilton, Murray and Spencer after the Program Review data were summarized and from the Externals Recommendations. The status of items in the Action Plan is indicated in red following each item description.

Recommendations and corresponding actions that can be implemented within the next few years using existing resources:

Recommendation: Improve program flow ‐ department should work with the dean’s office to facilitate the flow of students through the degree programs in the 3rd and 4th years by improving the frequency, timing and predictability (advanced timetabling) of course offerings both needed and wanted for degree completion

Actions (years one and two): Work with dean’s office to better design curriculum and program flow

Work with dean’s office towards more effective ed planning (Status: Has commenced and is ongoing) Work with dean’s office to generate ed plans a minimum of one year in advance See external recommendation 3.1 (Status: Process is in place)

Recommendation (year one and two): Develop a strategic plan to identify the future pedagogical directions and goals of the department Action (year one): Initiate strategic planning process See external recommendation 6.1 and self‐study recommendation A1 (Status: completed and report submitted to PR Committee)

Recommendation: Develop a model to improve online offerings to facilitate student access

Action (years one and two): Develop an online course model as a way to incrementally introduce additional online courses to service required 1st and 2nd year core areas and eventually select required 3rd and 4th year courses for degree programs See self‐study recommendation B.1 and external recommendation 4.1 (Status: model completed – and ongoing adjustments will be made)

Recommendation: Continue efforts to enhance BAA enrolment

Actions (years one and continuing): Reduce prerequisites in many of the BAA 3rd and 4th year courses (Status: completed); reduce the number of required 3rd and 4th year courses in the BAA (Status: underway); change the name of the BAA (Status: No change); provide a better description of the BAA degree attributes and the relationship between this and other degrees offered by the department See self‐study recommendations A2, 3, 4 and 5 (Status: underway)

Recommendation: Reconfigure the BA and BAA Honours to allow them to be completed within 120 credits

Action (year two and continuing): Research existing Honours formats at other institutions and examine possible changes to the number of required courses in the BA and BAA as a way of providing the flexibility needed for students to complete the Honours program within the 120 credits required by each of these degrees See self‐study recommendations A2, 3, 4 and 5 (Status: underway)

Recommendation: Review course areas for possible curriculum compression / expansion and identify areas for future curriculum growth and to inform succession planning

Action (years one and two): Examine thematic areas into which our various courses fit as a foundation for informing curriculum revisions and succession planning See self‐study recommendations A2, 3, 4 and 5 and D1 (Status: underway)

Recommendation: Address student‐related concerns expressed in the Self Study about:

o The level and type of experience students seek in software applications o The kinds of concerns students have with seminar courses o Why students report making infrequent use of library resources

Action (year one and two): Survey students to obtain more detailed information on these three issues, generate recommendations and determine appropriate actions See self‐study recommendations A6 and B1 (Status: underway)

Recommendation: Provide more support for the Kwantlen Psychology Society (KPS) and Psychology Alumni – they are among our most significant assets

Action (years one and continuing): Discuss with the KPS and Alumni ways in which our department can most effectively support initiatives of mutual benefit to the student association, Alumni and the department. See self‐study recommendation C‐2 (Status: completed)

Recommendation: Investigate workload distribution Action (year one and continuing): Document faculty time spent on teaching, service (e.g. committee work) and scholarship

Discuss what service work needs to be done by faculty and how best to distribute it among members of the department See self‐study recommendations D5, E2 (Status: undetermined)

1) Recommendations for which corresponding actions could be developed and implemented within the next few years pending additional resources:

Improve degree marketing – print, media, alumni testimonials, etc. See self‐study recommendation D4 (Status: no change)

Re‐establish the advisory committee for our applied programs See self‐study recommendation D3 and external recommendation 5.1 (Status: underway)

Course and degree coordination support for the new BSc in Applied Psychology See self‐study recommendation A5 (Status: no change)

Ongoing enrolment and curriculum monitoring as well as corresponding curriculum maintenance support for the BAA and BA degrees See self‐study recommendations A2, 3, 4 and 5 (Status: no change)

Identify approaches internal to the department to better support faculty / student research initiatives See self‐ study recommendation C2

Identify the resources needed to support a graduate program in Psychology See external recommendation 2.2 (Status: underway)

Improve the department website See self‐study recommendation D4 (Status: no change)

More effective monitoring and maintenance of the Psychology research participant pool See self‐ study recommendation C2 (Status: underway)

Modern Languages Department Kwantlen Polytechnic University

Program Review Self Study Report

October 2011 Prepared by Päivi Koskinen

Contents

1. Overview .................................................................................................................................. 1 2. Quality Of Educational Design .................................................................................................. 4

A. Program development .......................................................................................................... 4

B. Curriculum development and review .................................................................................... 4

B.1 Placement processes ......................................................................................................... 6

B.2 Class scheduling ............................................................................................................... 7

C. Teaching and learning methodologies ................................................................................... 8

D. Program delivery modes ....................................................................................................... 8

D.1 Classroom instruction ...................................................................................................... 8

D.2 Conversation labs ........................................................................................................... 8

D.3 Video-conferencing ......................................................................................................... 9

D.4 Study-abroad Programs ................................................................................................ 10

E. Faculty workload and currency ........................................................................................... 13

E.1 Teamwork and faculty experience ................................................................................. 15

F. Faculty satisfaction ............................................................................................................... 16

3. Quality of Educational Experience .......................................................................................... 17 A. Program completion and success rate .................................................................................. 17

B. Relevance of education for further studies ........................................................................... 18

C. Relevance of education for employment ............................................................................ 19

D. Satisfaction with skills development .................................................................................... 21

E. Satisfaction with learning experience ................................................................................... 22

E.1 Faculty and conversationalists ........................................................................................ 22

E.2 Class size ........................................................................................................................ 23

E.3 Curriculum..................................................................................................................... 23

E.4 Program organization .................................................................................................... 23

E.5 Extra-curricular MODL related activities ........................................................................ 24

E.6 Overall satisfaction with the learning experience ........................................................... 25

4. Quality of services, resources and facilities .............................................................................. 26 A. Student satisfaction with services, resources and facilities ..................................................... 26

B. Faculty and staff satisfaction with services, resources and facilities ....................................... 27

B.1 Program Support ........................................................................................................... 27

B.2 Dean’s Office ................................................................................................................. 28

B.3 Program resources ......................................................................................................... 28

B.4 Library ........................................................................................................................... 29

5. Quality of program relationships and connections ............................................................... 31 A. Articulation – internal and external ............................................................................... 31

A.1 Relationships to Other Disciplines .................................................................................. 31

A.2 Relationships to other Universities ................................................................................ 32

A.3 Relationships to the Community ................................................................................... 33

A.4 Transfer Credits and Prior Learning Assessment (PLA) ................................................... 33

B. Support for strategic plan .............................................................................................. 33

C. Advisory Committee ..................................................................................................... 34

D. Public information and Communication ....................................................................... 34

6. Summary and recommendations .......................................................................................... 35 A. Summary ....................................................................................................................... 35

B. Recommendations ........................................................................................................ 36

B.1 Curriculum ..................................................................................................................... 36

B.2 Resources ...................................................................................................................... 37

B.3 Field Schools and Exchange Programs ........................................................................... 38

B.4 Faculty research support and professional development ............................................... 38

7. List of Appendices ................................................................................................................. 39

1

1. Overview The Department of Modern Languages (MODL) has been a part of the Faculty of Humanities since the inception of Kwantlen College in 1981. Initially, only French, German and Spanish language courses were offered. From this Euro-centric teaching unit we have grown, over the past twenty years, into a linguistically diverse department. In response to developments in community demographics 1 , student interest, and an increasingly globalizing economy, new languages have been added to the teaching roster: Mandarin in the fall of 1996, Japanese a year later, and Punjabi in 2005. Starting in 2002, a small Linguistics program was developed to help students become informed language learners with a well-rounded education in the humanities. Finally, since 2007 Cultural Studies courses have been created to complement language courses. The department has six full-time and five part-time regular faculty members (six of the eleven members hold PhDs). Typically we also contract two to four sessional instructors per term, on a course by course basis. In addition, each semester we employ at least one conversationalist for each language taught to run mandatory weekly conversation labs, an opportunity for students to practice their skills in smaller groupings. We offer courses on three campuses: Richmond, Surrey and Langley. Besides traditional classroom teaching, we offer classes through video-conferencing. Furthermore, we have four summer field school programs in place: in the past three years students have travelled to France, Germany, Japan, and the People’s Republic of China to learn language, experience the culture, and earn university credits in immersion environments. MODL students also actively participate in exchange programs between Kwantlen and universities in Japan, the People’s Republic of China and Taiwan. Our MODL department is an unusual department in that it combines up to eight “mini-departments” into one. Typically, at other universities, each language as well as Linguistics and Cultural Studies, would be housed in its own department. In some institutions one might find language groupings based on geographical area (e.g. Japanese, Mandarin and possibly Punjabi under Asian Studies), or on language family (e.g. French and Spanish under Romance languages). We, however, allow our students the unique opportunity to choose and combine courses from any of our offerings in Language, Linguistics and Cultural Studies. Our department’s common goal is to lead students toward global citizenship and to present them with linguistic and cultural skills to better prepare them for their chosen career paths. Our Vision Statement asserts:

1 For instance, according to the IA&P Fall 2008 Registration Survey (http://www.kwantlen.ca/_shared/assets/Fall_2008_Reg_Survey_Complete_Report10807.pdf), of student respondents whose first language was not English, 34% reported that their first language was Punjabi or another South Asian language and 32% Chinese. This is an important factor, since the same survey shows that 75% of students chose Kwantlen as their place of study due to its location close to home. Our inclusion of Mandarin and Punjabi into our curriculum, then, is firmly based on community needs.

2

We are committed to providing quality and innovative instruction in languages, Cultural Studies and Linguistics, in an environment that will lead to student success, preparing students for global awareness, cultural responsiveness and community involvement.

Historically, for more than its first two decades, the main function of the MODL was to offer courses that allowed students in other departments to supplement their studies with a language as an elective. Since 2006, however, in order to graduate from any of Kwantlen’s Bachelor of Arts Degree Programs, a student must show at least a basic level of knowledge of a language other than English. While there are other ways in which to meet this language requirement2 , an important option for students is to take two consecutive courses in any one of our six languages: French, German, Japanese, Mandarin, Punjabi and Spanish. Linguistics and Cultural Studies courses do not satisfy the language requirement. At present, MODL is on the cusp of moving out of its long-standing service role at the university. While we continue to enable students to fulfill the university’s language requirement, we find more and more students for whom MODL is a field of study in its own right. In the past seven years the department has undergone a period of impressive growth. Between the 2003-2004 and 2009-2010 academic years, the number of our course offerings increased by 40%, from 60 to 84 sections3. In our student survey, 67% of respondents indicated that they plan on taking more MODL courses. Of those, 27% will do so as part of their current program at Kwantlen, while 46% include it as part of their intended future studies. To achieve this success, we have increased our course offerings in many ways since 2003. We have:

added upper-level courses (to date up to 400-level courses) in several of our languages;

introduced culture courses in German and Japanese;

introduced business courses in Japanese and Mandarin;

launched Punjabi as an additional language;

increased Linguistics offerings from two sections per year to up to nine (in 2009-2010); and

actively engaged in the creation of an interdisciplinary program at Kwantlen (presently called Cultural Studies).

2 Students who studied a second language in high school up to and including grade 11 level, and those who attended school in a foreign language up to and including grade 8, satisfy the language requirement. Students may also apply for a language waiver assessment if they speak, read and write another language, but have not learned it through the above methods. 3 While for the 2010-2011 academic year the number of MODL course sections was reduced dramatically to 75, this was due to university-wide budgetary limitations, not to diminished student interest or any issues related to our department.

3

Despite this growth in student interest, MODL is currently the only department in the Faculty of Humanities without a degree program. For some time now we have researched the interests of our student body beyond fulfilling the language requirement, as well as examined language instruction offerings at other post-secondary institutions in the Lower Mainland. We have worked hard to prepare a full program proposal for the first degree (Minor in Language and Culture, cf. Appendix K) in our department and are excited at the possibility of developing and expanding our program to new levels. Our proposed Minor in Language and Culture will be unique among post-secondary programs in BC, in that it will be the only program in the region to allow students to freely combine courses from six different, and not necessarily related, languages. This is a visionary approach that more broadly conceptualizes the benefits of language learning to encompass a range of skill development. It also responds to student demand. According to our student survey, 29% of respondents plan to take courses in more than one language. In addition to becoming fluent in at least one major language and gaining some skills in another, students completing our Minor in Language and Culture will benefit from linguistic and cultural studies training while also being offered the flexibility to pursue their personal interests and career options. Program review process This program review report is based on data from student and faculty surveys conducted electronically by the Institutional Program Review Committee during the spring term of 2010. 160 out of possible 530 students (33.3%) responded, as well as 16 out of 18 regular and sessional faculty members (89%). The surveys provided both quantitative and qualitative data. Copies of the surveys can be found in Appendices E and H, and the results of the surveys in Appendices F and I. Student comments on MODL conversation labs come from an in-class survey conducted in April 2010 by a German instructor. The results of the survey are shown in Appendix G. In addition, data from the IA&P 2008 Fall Registration Survey4 and the Fall 2010 Joint Applicants Survey5 was used. The self-study provides findings around four main themes: quality of educational design; quality of educational experience; quality of services, resources and facilities; and quality of program relationships and connections. The final section concludes with recommendations for the future of the department.

4 http://www.kwantlen.ca/_shared/assets/Fall_2008_Reg_Survey_Complete_Report10807.pdf 5 http://www.kwantlen.ca/iap/students_tell_us.html

4

2. QualityOfEducationalDesign

A. Program development

For the past five years MODL faculty members have been actively involved in building the basis for one or more degree programs for the department. To date we have completed a full program proposal for a Minor in Language and Culture. The proposal has been accepted by the Humanities Curriculum Committee and the Humanities Faculty Council, and it is pending acceptance by the Senate Curriculum Committee. At the moment, however, there is a provincial moratorium in place regarding degree proposals. Our hope is to enroll the first students for the Minor in the fall of 2012. In addition to planning for the Minor, we are expanding our curriculum, i.e. courses, field schools, and exchange programs, with the hope of developing a MODL Major within the next five years.

B. Curriculum development and review

The MODL department faculty members have been very active in course development since 2006, when we started a major expansion of our curriculum. At that time, we identified the need to develop specific courses to provide more choices for students and to lay the groundwork necessary for our proposed Minor in Language and Culture, and an eventual Major. During the past few years, we have accomplished the following:

All existing French courses were reviewed and renamed according to a clear rationale and renumbered to correspond to equivalent equal content levels in other languages6.

Third-year language courses were introduced for French, Japanese, Mandarin, Punjabi, and Spanish.

A fourth-year course was introduced in Japanese and four newly developed fourth-year Mandarin courses await approval by the Senate Curriculum Committee.

First and third-year culture courses were developed for German and Japanese. Some of these courses, instructed in English, have been cross-listed as Cultural Studies courses.

In Linguistics a new first-year course and three new second-year courses were introduced.

From 2008 until the present, the course outlines of all existing courses were reviewed and, when necessary, revised.

The process of building our course offerings is ongoing. The full list of our course descriptions in Appendix A includes courses that have been proposed for development within the next two years.

6 French courses were previously numbered and named according to conventions dating back to the days when French was the only second language available in Universities.

5

Faculty were surveyed about their satisfaction with curriculum development and review, and responded as shown in Table 1. Table 1: Faculty satisfaction with curriculum development and review7

Very satisfied

% Satisfied

% Neutral

% Somewhat or very

dissatisfied %

Fits the needs of students 7 71 7 14

Is suitable for development of the future degree program 7 57 36

Delivery supports people with learning and physical disabilities 14 64 7 7

Promotes sustainable use of resources 23 39 23

Is transferrable to other institutions 50 43 7

Keeps pace with new knowledge 29 43 14 14

Promotes linkage among courses to promote learning 43 29 14 7

Promotes linkage across semesters to promote learning 36 43 14

Avoids unnecessary duplication 21 36 36

The variety of course content promotes preparedness for career programs

21 36 29 7

Individual faculty have input into curriculum 43 36 14

Student evaluation is appropriate 21 21 29 29

Current departmental curriculum development process is efficient

21 29 7 43

Current departmental curriculum development process is effective

21 36 7 29

Current departmental curriculum development process is fair

21 36 14 29

Current departmental curriculum development process serves future goals of the department

14 50 14 21

Department curriculum reflects Kwantlen's mission for student success, defined as a commitment to excellence in teaching, scholarship, professionalism, and a commitment to innovation in program design and delivery

36 36 14 14

Our curriculum covers Kwantlen's Essential Skills 50 29 14 7

Source: MODL Faculty Survey for Program Review

7 The numbers shown in the charts are percentages of survey responses. Note that the percentages given do not include the ‘not applicable’ responses, and thus the percentages on some rows do not add up to 100%.

6

The results of the survey indicate that course transferability, new knowledge acquisition, course linkages across semesters and our curriculum covering Kwantlen's Essential Skills are highly rated. This speaks to the high quality of curriculum development work we have been doing over the years.

The results also suggest that other areas of the curriculum need consideration and further development:

Many MODL faculty members feel that the university curriculum development process is unwieldy and unnecessarily complex. However, to improve the institution-wide system is beyond the scope of our departmental program review.

We need upper level courses in most areas in order to prepare for our Minor, as well as more interdisciplinary courses.

New course development should fit into the department's objectives for program development and not be based on the interest of individual language and/or faculty. While the process of curriculum development seems to be working at the level of individual languages, consulting more cooperatively would enable us to feel more connected as a department (rather than as individual language disciplines).

We have already responded to some of these concerns raised in the 2010 survey, by increasing departmental consultation with respect to course development, as well as by creating a three-member MODL Department Curriculum Committee. The process of developing the full program proposal for our Minor in Language and Culture, combined with the process of program review, has encouraged and permitted all faculty members to take the time to consider their and their discipline’s role as part of the MODL department. We believe that a stronger, more coherent identity is evolving as a result of nearly two years of intense reflection and discussion.

B.1 Placement processes

MODL assesses language students to ensure their placement at an appropriate course level. Student survey data indicates dissatisfaction with student placement procedures at the entry level, although preparation for more advanced courses through lower level prerequisites shows high level of satisfaction. One student writes:

“I would suggest better screening of the students who take [introductory] courses or maybe creating separate classes for the students who are complete beginners and for those who are already fluent in the language they are studying.”

MODL student, 2010 survey

7

Table 2: Faculty satisfaction with placement processes

Very satisfied

% Satisfied

% Neutral

% Dissatisfied or very

dissatisfied % Satisfaction with placement processes – threshold level 56 6 25 Satisfaction with placement processes – courses with prerequisites 19 38 25 6


Instructors struggle to place appropriately those students who are above the entry level of language courses but not yet ready to start the second level.

B.2 Class scheduling On the student survey, respondents were asked about satisfaction with the scheduling of courses. Table 3: Student satisfaction with class scheduling8

Very satisfied

% Satisfied

% Neutral

% Dissatisfied or

very dissatisfied % Scheduling of courses (availability across semesters): Year1/Year2 13 53 7 27 Scheduling of courses (availability across semesters): Year3 20 20 20 13 Scheduling of courses (availability across day/evening): Year1/Year2 27 33 33 7 Scheduling of courses (availability across day/evening): Year 3 27 13 27 7 Range of course delivery options (e.g. online, mixed mode, face-to-face, etc.) 20 20 27 20

Source: MODL Student Survey for Program Review Survey results reflect the fact that we need many more sections as well as instructors. With only one instructor for most disciplines, it is impossible to balance availability of courses across semesters and within a weekly schedule. Instructors must of necessity compete for the most popular time slots in which to schedule classes. Without enough classrooms, the number of courses we can schedule in any particular block is limited. Thus, student concerns are legitimate, but not entirely within our control to remedy.

8 Note that the percentages given do not include the ‘don’t know’ or ‘not applicable’ responses, and thus the percentages on some rows do not add up to 100%.

8

C. Teaching and learning methodologies

All MODL language courses are delivered primarily in the target language using diverse methodologies, and all instructors practice a student-centered, communicative approach. Class time includes lectures, use of multimedia (e.g. YouTube clips, film clips, print and online magazines and journals, comic strips), language games, role plays and skits, practice for speeches, pair work, small group and class discussions, and student presentations. The language courses also include an online component, delivered through Kwantlen’s Moodle platform or other course management systems, and online interactive workbooks (such as Quia, Centro, etc.). These resources give students access to authentic multimedia language and cultural materials, allow them to receive instant feedback, and provide the opportunity to practice individually or in pairs by using on-line conversation format or chat.

Our lower-level language courses include a mandatory weekly conversation lab. In a small group of up to nine learners, each student has greater opportunities to actively practice new language skills and get individual attention from a conversationalist. We are one of very few universities in the Lower Mainland to offer this additional instructional component.

Courses in Linguistics and Cultural Studies are delivered in English. These classes include lectures, multimedia resources, collaborative student work, and class discussion. These courses also include an online component.

D. Program delivery modes

D.1 Classroom instruction The majority of MODL classes are taught in a typical face-to-face classroom setting. In some instances for language classes, the classroom furniture configuration is rearranged to allow for group work and discussions around tables.

D.2 Conversation labs We are very proud of offering our students conversation labs, and feel strongly about their pedagogical value. Nevertheless, there have been discussions about their viability over the years. While some languages have maintained a long-standing relationship with a conversationalist, for others it has been difficult to find and retain good candidates. There are many reasons for this. First, the conversationalists’ financial compensation has been very low, in relation to the expectations for this kind of work. This situation was alleviated to a degree by the Faculty of Humanities allowing us to raise their pay in May 2011. A second difficulty in securing conversationalists for the position is lack of job security. In each given term, the number of conversation lab sections is dependent on the number of students who register for language

9

courses. Since registration continues until the beginning of courses, a conversationalist has to wait until the last minute to find out how many sections he or she will be assigned. Third, the sections may be broken by stretches of unpaid waiting time (when labs are offered, e.g., before and after the language class). A single conversationalist may also be expected to teach on two or three campuses in a given day. In addition, conversationalists are not assigned an office or a computer, which means that they need to find a space at the desk of whichever instructor is not at her or his desk at any given time. Finally, conversationalists do not receive paid benefits as they are not part of any union; e.g. when they get sick for a day, they receive no pay. At other institutions, such as Douglas College, equivalent employees are members of the BCGEU, which means that their employment status mitigates many of the problems that our conversationalists face.

Despite such difficulties, our conversationalists work hard, together with language instructors, to offer the best possible service to students. Student surveys confirm that students consider the conversation labs as a very important aspect of their language learning experience.

“The lab is really important and helpful, so I can’t stress the importance enough.”

“I really enjoyed our labs. It really helped us pronounce things better and get the personalized attention we needed.”

“I liked it - very relaxed, nice learning atmosphere.”

“Labs are very helpful. It is more one on one.”

MODL students, 2010 German conversation lab survey We have recently revised the lab schedule to fit the new instructional period matrix that was adopted by the Kwantlen Faculty of Humanities in September 2010.9

D.3 Video-conferencing Several of our German, French and Japanese instructors have taught courses through video-conferencing between two campuses. This has allowed us to offer course sections that would otherwise not have been possible due to insufficient enrollment. Although faculty responses to this teaching method have been varied, several drawbacks were universally identified. Particularly at the start of each term, class instruction has been severely disturbed by technical problems. Presumably some of these issues will remedy themselves as the system continues to be developed; however, currently problems such as lag on the digital delivery persist. Although in principle video-conferencing connects students from two campuses and, hence, introduces them to potential future classmates, in reality the connection made on camera is limited. The instructors report much additional work due to the logistics of delivering course content in an exclusively electronic format, significant additional stress due to constant concerns about technical issues,

9 The conversation lab matrix was adjusted to account for the changeover to instructional periods of 90 minutes rather than the 2 hour periods that was used previously at Kwantlen. This model has been piloted now for one year, but has not yet been approved for ongoing implementation.

10

lower retention rates than in regular courses, decreased connection with individual students, particularly at the beginning of the course, as well as decreased opportunity for person-to-person assistance during class. It is, for instance, difficult to observe the immediate reaction of the students on the camera. When video-conferencing was first introduced as a teaching method, an assistant was hired for the classroom in which the instructor was not present. This alleviated issues with individual assistance. However, the assistant position could not be maintained in the long run due to cost. According to our student survey, 70% of students who reported having taken a video-conference course10 were dissatisfied with their learning experience. Only 34% were interested in further videoconference courses, and 20% reported not being interested under any circumstances. The most common reason for dissatisfaction was technical problems, as well as the amount of direct interaction with the instructor.

“It is difficult for a professor to balance his or her focus between both the class at hand and the distant class on screen. Prior to this semester, this problem was balanced by having a fluent TA on hand when the professor was not present; that TA has now been cut back, and teaching quality, student engagement, and student performance have all decreased dramatically. My classmates have repeatedly told me that the cutback of this TA is the cause of this change.”


D.4 Study-abroad Programs As part of the effort to internationalize the curriculum, Kwantlen has established a number of relationships with overseas post-secondary institutions that include provision for student exchanges. The International Liaison Office works with individual departments to develop these agreements. The international programs at Kwantlen provide students with a wide variety of exchange options and first-hand experiences in the language and culture of study. An integral part of MODL department’s recent curriculum development has been exchange and field school study-abroad programs. Our proposed Minor in Language and Culture will integrate these international experiences as part of the degree. In our student survey, 54% of respondents indicated that they were interested in exchange or field study programs that earn credits while studying abroad.

D.4.1 Field Schools A field school is an off-campus university course or a set of courses for a group of students. The students are accompanied by Kwantlen MODL faculty members who teach the courses and act as chaperones for participating students. Field schools usually take place during the summer semester

10 Of the 160 students who replied to the MODL 2010 student survey, 37 responded to questions about video conference courses.

11

and last five to six weeks. Students spend two to three weeks on the home campus intensively preparing for the experience, then travel to their country of destination for two to four weeks of task-based, functional language and cultural immersion. Students earn credits according to the number of courses they take. The department offers field schools in different countries, helping students to develop their language skills, communicate with local people, and experience societies and cultures other than their own. The Japan Field School with Kwantlen partner institutions Nagoya Gakuin University, Ryukoku University in Kyoto, and Nagasaki International University, has been offered twice, in the summers of 2010 and 2011. This Field School provided Kwantlen students with an opportunity to earn up to six credits towards their program. In the summer of 2011, the French/German Field School provided Kwantlen students an opportunity to engage in intensive study of both French and German in Paris and Berlin, two of Europe’s most important cultural and historical capitals. The curriculum allowed students to earn up to nine Kwantlen credits in Modern Languages. The schedule was set in a way that permitted students to complete six credits in German, followed by three in French. Students learned with Kwantlen French and German faculty, with native faculty provided by Kwantlen’s Paris and Berlin partner institutions, as well as with students from these institutions. Interaction with native Parisians and Berliners was stressed for a fuller and richer experience. The curriculum was supported by an interactive website, which allowed students to post evidence of their learning experiences by means of file sharing and blogging. The following are student comments from feedback forms collected by the Office of International Students and Scholars after the Japan Field School 2010 and the France and German 2011 Field Schools:

“I loved going to France and experiencing Paris. Our teacher had been there several times, so he showed us all the tourist places and all the other places he found interesting. It was nice to be in a group and have that safety net.”

“The best part of the Field Study was spending time in Paris really seeing the culture and getting to know the different areas of the city. We had the freedom to explore but the structure to learn. The perfect balance.”

“I really enjoyed my experience with the field school program. I really wish Kwantlen would design more field school programs like this. The cost was reasonable and affordable for students to travel, meet new people and experience new things. If Kwantlen comes up with another field school program visiting a different country next summer, I would definitely join and travel with other students. Another thing that made this trip so wonderful was the instructors we had for the course. They were both perfect for these kind of trips. Their personality and their knowledge. [ ] is very knowledgeable in terms of Japanese culture and was very helpful throughout the trip, teaching, explaining and answering many of the questions students were shooting him with. [ ] was also very helpful and caring. She took care of everyone and made sure everyone was safe. They are both very friendly and outgoing which I think is one of the most important aspects in terms of choosing the perfect instructors for these kinds of trips.”

12

A similar overseas Field School has been offered by the Mandarin program for the past three years. Due to the potential limitations of enrolment exclusively from Kwantlen, the Mandarin program has partnered with an umbrella organization, the Canadian Teaching Chinese as a Second Language (TCSL) Association, to pool students from other local universities and organized study-in-Shanghai trips. Based on the success of the Field School experience, the Mandarin program is negotiating a two-week Study-in-Taiwan tour as an optional addition, which will be subsidized by the Taiwanese government and is to be launched in 2011. The Spanish program is negotiating a Spanish Field School in Santiago, Chile with Kwantlen partner institution Instituto Nacional de Capacitacion Profesional (INACAP) University. Similar to the Japanese and French/German Field Schools, the Spanish Field School will allow Kwantlen students to earn credits toward their studies. Students will spend a month at INACAP University where courses will be taught by INACAP faculty. Finally, the Punjabi program is negotiating with the Punjabi University in Patiala, India, to develop a Punjabi Language and Culture Field School. Appendix C outlines our current field school study-abroad options.

D.4.2 Student Exchanges An exchange program allows students to take up to one year of their studies in a foreign institution. Students are taught by local faculty at the partner institutions, and receive transfer credits for courses based on previous agreements. The MODL department is currently exchanging students with three Japanese Universities, Nagoya Gakuin University, Kyoto’s Ryukoku University, and Nagasaki International University, and is negotiating a relationship with Tokyo’s Toyo University. Students can take courses in Japanese and other subject areas with instruction in English. The Japan Exchange and Teaching (JET) Programme is aimed at promoting grass-roots international exchange. People who hold a Bachelor’s degree can apply to the program to work in Japan. With the aid of the Japanese Ministry of Foreign Affairs, successful applicants will be assigned to be assistant language teachers, coordinators for international relations in communities on international exchange activities, or sports exchange advisors. One of our former students who took Japanese language and culture courses with us was selected and is currently working as an assistant language teacher in the local public schools in northern Japan. There is significant interest in this program among students who take Japanese language and/or culture courses. Due to the small size of our language program, it is challenging to recruit enough students to make any exchange program financially viable. In light of this reality, our Mandarin program has, for the past five summers, partnered with other member institutions of the Canadian Teaching

13

Chinese as a Second Language Association to offer our students opportunities to study Chinese language and culture at Shanghai University of Traditional Chinese Medicine. In addition, we have helped students win scholarships to study at other Chinese universities, as well as universities in Taiwan. For instance, in 2010 our Mandarin program arranged a one-year scholarship for one of our Mandarin 1100 and 1101 students to study at the prestigious National Taiwan University. The student found the experience so rewarding that he decided to continue his BA studies there.

E. Faculty workload and currency In the past five years there has been a dramatic change in the department faculty roster. We have had three retirements in close succession, two from French, and one from Spanish. Two new full-time instructors joined our ranks, one for French and one for Spanish. Moreover, a number of contract faculty members were regularized: a full-time instructor for Linguistics, and part-time instructors for German, Japanese and Punjabi. Our department currently has eleven regular faculty members (six full-time and five part-time). Please consult Appendix D for detailed faculty profiles. We also frequently employ a small number of contract instructors, several of whom have taught for us for a number of years.

The teaching load at Kwantlen, even under its new university status, remains higher than at most other universities (i.e. our regular teaching load is eight sections per year). Moreover, since our department is small, the burden of departmental and institutional committee work is heavy, especially given this transitional period for Kwantlen as a whole, and the development of a Minor within the department. Nonetheless, our members continue to actively engage in building strong ties both with the ethnic and research communities tied to our languages and cultures. Many of our members regularly present at conferences and publish articles in academic journals around the world. Our faculty members regularly travel not only within Canada and the U.S., but also to Caribbean, Latin American, European and Asian nations in order to conduct field research, take part in conferences and workshops, and give talks. Our instructors also serve on numerous local and international committees that allow us to offer unique opportunities to our students to both develop and test their linguistic and cultural skills through exchanges, language competitions and student-initiated clubs such as the Japan Club. Other opportunities are in the planning stages (e.g. student led workshops and conferences). Table 4 (following page) shows faculty responses to questions about workload.

14

Table 4: Faculty satisfaction with workload

Very satisfied

% Satisfied

% Neutral

% Dissatisfied or very

dissatisfied %

Workload permits work/life balance 21 21 36 21

Workload is manageable 21 29 29 21

Amount of work available to me 8 23 15 46The process of assigning faculty to courses is fair 50 21 7 14I know my workload for next semester in a timely manner 50 29 14 7

I know my schedule for next semester in timely manner 43 36 7 14

Workload is appropriate in terms of course preparation and research 31 15 8 46

There are adequate opportunities for time release to do research and writing 7 7 29 46

Opportunities for participating in professional development on campus are varied 7 7 63 21

Opportunities for participating in professional development on campus are accessible 8 31 39 23

The amount of marking I do is an appropriate part of my workload 21 50 21 7

The marking I am required to do is appropriate for university courses 21 36 29 14

I have adequate resources and information to develop new courses 7 29 14 36

I am being mentored in new courses 7 7 21 21The process of selection of faculty for posted positions is adequate 23 23 31 8

Communication within department is 43 21 14 14Departmental organization is inclusive 57 21 7 7Departmental organization is equitable 36 29 14 14My contribution to the work of the department is recognized and appreciated 36 29 29

My contribution to Kwantlen is recognized and appreciated 14 36 43

Support for research is available through Kwantlen 7 14 29 36

Professional development is supported adequately 7 7 36 43

Professional development within department allows for sharing of information among faculty

21 7 21 43

Professional development is supported equitably 7 14 43 28

Current departmental planning is effective 23 31 31 8Current departmental planning is efficient 21 21 50Source: MODL Faculty Survey for Program Review

15

Generally faculty members are satisfied with the operations of the department: over 70% are satisfied with course assignment, timeliness of course assignment and the inclusiveness and equitability of department organization. However, nearly half of faculty respondents are dissatisfied with the appropriateness of time available for course preparation and research, and over 40% are dissatisfied with adequacy of opportunities for time release to do research and writing, These two ratings are particularly significant in light of the change of Kwantlen’s mandate and the proposed change to a faculty ranking scheme. The same point is repeated by 35% who are dissatisfied with support for research at Kwantlen.

E.1 Teamwork and faculty experience According to the faculty survey, faculty members, as an educational team, demonstrate the following: Table 5: Faculty satisfaction with teamwork and faculty experience

Very satisfied %

Satisfied %

Neutral %

Dissatisfied or very dissatisfied %

Commitment to a common vision 14 50 21 14

Enthusiasm for collaboration 14 57 14 14

Respect for one another 29 43 29

Openness to feedback 29 43 29

Flexibility to change 14 21 43 21

Effective communication 29 36 7 29

Ongoing professional development 14 29 43 14 As a faculty member I have a role in setting program goals 29 43 21

Faculty members work as a team 29 29 14 21 Faculty are keeping current in the field 14 29 29 7 Faculty are keeping current in teaching methods

14 29 7 29

Faculty meetings adequately cover 'housekeeping' issues

29 43 14 7

Faculty meetings adequately cover 'big picture' planning

21 50 14 7


The results reflect the need for collaboration across discipline boundaries. Faculty express the need for more opportunities to communicate than are offered by department meetings which are always packed with content. To meet this need, the department has been attempting to plan workshops related to teaching and learning across disciplines, related, for example, to utilizing new technology in the classroom.

16

F. Faculty satisfaction

While all faculty members strongly support our uniquely cross-linguistic and cross-cultural department, it is not necessarily easy to negotiate the program-within-program set-up of our unit. Based on our faculty survey, however, the overall mood in the department is highly positive; 93% of faculty respondents are satisfied with the current chair’s support for program development through teamwork, and the level of dissatisfaction in relation to commitment to a common vision, collaboration, mutual respect, openness to feedback and effective communication is reasonably low. All respondents are satisfied in their as instructors, feel that their work is appreciated, and that they have a chance to further develop their role as a faculty member. Table 6: Faculty satisfaction overall

Very satisfied

% Satisfied

% Neutral

% Satisfaction overall as an instructor 36 64 Satisfaction overall that I have the chance to develop my role as a faculty member

31 54 15

Satisfaction overall that my work is appreciated 38.5 38.5 23


According to comments from the MODL faculty survey, the greatest strengths of our department are

our commitment to students' learning

our willingness to work with each other and hear each other’s opinions

the diversity of faculty backgrounds and experience

the international component that we can provide to our courses and programs, and the contributions of this strength to Kwantlen as a new university with a strong international vision

our desire to grow

MODL faculty members, 2010 survey

17

3. QualityofEducationalExperience

The MODL department website outlines our main reasons for encouraging students to study Languages, Linguistics and Cultural Studies at Kwantlen:

To learn how to think and communicate clearly and effectively with speakers of another language both in speaking and writing.

To learn to interact with people of different cultural and linguistic backgrounds with confidence and competence while travelling for business or for pleasure.

To become culturally literate by gaining an understanding of diverse traditions and understand how and why members of these cultures find value in their culture's world views, practices, and artistic expressions and artifacts.

To become more tolerant of and empathetic and caring of others.

To develop the ability to access in the original language great works of literature, philosophy and the arts of another culture, as well as the latest information in various domains such as technology, business and health.

To become more aware of the function of one’s own language while studying the structure of another.

We believe that all our courses allow our students, who come from diverse cultural and linguistic backgrounds, to develop cross-linguistic and cultural competency and sensitivity that enhances their expertise in whatever career path they follow. Our instructors aim to cultivate innovative, critical, and creative thinkers who are flexible and can adapt to rapidly changing labour markets.

A. Program completion and success rate The MODL department does not currently offer degree programs; hence, we must measure student success by ways other than program completion. An obvious sign of departmental success is the popularity of our courses. Between the academic years 2005-2006 and 2008-2009, the number of MODL course offerings ranged from 70 to 75, depending on extra sections that became available from other departments. In the 2009-2010 academic year, we were able to offer 84 sections. The overall enrollment rate in our courses during that academic year was 89%. In 2010-2011 the total number of courses fell back to 76 sections, due to institutional financial cutbacks. The enrollment percentage was 92%. Appendix B shows the rise in overall registration counts over the past five years. We have increased the number of languages taught, we have added Linguistics and Cultural Studies courses, and we continue to offer more courses and more sections in all areas. Overall, all our courses show more demand than we are able to supply. We are, for instance, currently unable to meet the demand for students who need to take language courses to satisfy the BA requirement. We know that there are students who are unable to register in our courses, since

18

the courses are full, often well before the term begins. It is not clear how many students fail to get into a course that they want or need for graduation, since we are not able to collect such data due to the absence of a waiting list system at Kwantlen. However, each semester individual instructors receive several requests from students to offer more sections, and colleagues from other departments tell us about their students who are left out of our courses. Furthermore, we know that there is student demand for more upper-level courses, but, due to budgetary limitations, we are not able to offer them. This issue will be further discussed in section 3.E.4 below. In the absence of a degree program, and in order to recognize student achievement in language and linguistics learning, in 2007 we created two Recognition of Achievement awards. A student who successfully completes nine credits in one language can apply for a Recognition of Achievement. A similar Recognition of Achievement is available for a student who successfully completes nine credits in one language, three credits in Linguistics and six credits in another language. Since 2007, we have issued approximately 60 awards per year. The popularity of these recognitions indicates the success of our program, and student interest in pursuing a program in MODL. Since 2009, department members’ donations have also allowed us to offer a Modern Language Student Award to a MODL student who has completed nine credits in languages or linguistic studies, with a GPA of 3.0 or greater, and who performs volunteer or community service related to cross-cultural activities. The award is currently valued at $750. Appendix J includes a letter of thanks from our first award recipient, Bobi Lusic. Student success can also be measured by language- and culture-related accomplishments outside of Kwantlen. For instance, since 2005, our Mandarin students have several times won prizes in the Non-heritage Category in the BC China Bridge Mandarin Speech Contest, as well as Chinese Government Scholarships to study in China, and Government Scholarships to study in Taiwan. One of our students won an all-inclusive ten-day tour to China to attend the Final Chinese Bridge Mandarin Speech Contest in 2011. Japanese students also participate in the Annual BC Japanese Speech Contest, and several students have received first and second prizes. One student even went to the National Competition and was awarded the second position within Canada. In 2010, one of our Punjabi students won the Annual UBC Punjabi Essay Writing Competition beginner category.

B. Relevance of education for further studies Although it is currently not possible for our students to pursue a degree program in Language, Linguistics or Cultural Studies at Kwantlen, our students are very interested in such a possibility. Many of our students move to other institutions to complete a B.A. degree in one of our languages or in Linguistics. While we cannot find out the exact number of students who do move, our student survey showed 14% of respondents stating that they are planning to transfer to

19

another institution to complete a language or linguistics degree (mostly either to UBC or SFU). Some answers to question 4 of the student survey, “What was your reason for enrolling in a course in a Modern Language?” were

“A working knowledge of a second language is required for Graduate studies.”

“To facilitate post-grad[uate] research.”

“I am participating in an exchange to Vienna, Austria.”

“I plan on moving to Germany.”

MODL students, 2010 survey At times we also receive testimonials from students who have contacted us once they are engaged in their degree programs:

“By taking these Punjabi classes I was also inspired to take other South Asian courses at Kwantlen… I graduated with my BA from Kwantlen in 2008. I have now applied to UBC for the South Asian Studies Master’s Program. I hope to do my Master’s thesis about Punjabi literature.”

“My experience in German language has been very positive. I took the introductory course for interest, and am now seeking an education in German studies.”

“I felt like letting you know that I am now at the University of Victoria working towards a B.A. (Honors) in Linguistics… I have also taken many language classes (French, Spanish, Latin, Russian, German) here and am trying to learn a little bit of Finnish… After I graduate I am planning on going to graduate school and continuing my research.”

Former MODL students, 2010 survey and via personal emails According to our student survey results, 51% of respondents indicated that they are interested in pursuing a minor in MODL at Kwantlen. 47% indicated that they would be interested in pursuing a major in MODL at Kwantlen.

C. Relevance of education for employment We believe that any graduate who combines the study of language, linguistics and culture with an awareness of British Columbia’s regional needs will immediately have a number of advantages over those who do not. Our students will be better global citizens, prepared to understand various cultural traditions and world views. Any degree level of skill in one or more languages and understanding of different cultures will increase students’ employment opportunities in such various areas as business, education, government (including foreign affairs), the media, transportation and tourism industries.

20

In a global economy, the need arises for employees who are global citizens. Paramount for such residents is the ability to communicate. While many European nations have long acknowledged the need for multilingual education in order to maintain a multilingual workforce, this has not been the case in North America. However, proficiency in English is no longer enough for Canadians to compete in the world market. The growing economies of Asian countries, such as China and India, stress the need for individuals to add an extra language onto their resumes. Thiede (2009), among others, has observed that many employers prefer, or even require, bilingualism from their personnel, and that knowledge of another language provides a degree of job security in setting a potential employee apart from the competition11. Other researchers, such as Trim (2000), stress the need to include a foreign language component in the training for unemployed youth in order to increase their options and chances for employment12. Not only do employment opportunities increase for bilingual or multilingual applicants, but salaries do as well13. The knowledge of more than one language, then, provides job security; a bilingual employee is often recognized as more valuable than a monolingual one, especially in an area such as the Lower Mainland. Observing the demographics of different Kwantlen campuses, we see large immigrant communities, such as the Punjabi speaking community in Surrey and the Mandarin speaking community in Richmond. Prospective employees in these regions will undoubtedly have greater employment opportunities if they have the asset of bilingualism or multilingualism. It is clear that MODL students are cognizant of these trends. While 77% of students enrolled at Kwantlen state that their main educational goal is to prepare for a specific occupation or to improve job-related skills14, 45% of our student survey respondents state that they are enrolled in MODL classes to enhance future career opportunities. Many of our students include language studies in their career goals when entering Kwantlen, as evidenced by their answers to question 4 of the student survey, “What was your reason for enrolling in a course in a Modern Language?”

“Love of the Francophone culture and increased job opportunities in the Federal Government.”

“I plan to teach and want to enter the French module PDP at SFU when I graduate.”

MODL students, 2010 survey

These findings are in line with Kwantlen’s mandate as a polytechnic university. MODL faculty members work to best serve the student body in helping them achieve these goals. Our student

11 Thiede, R.R. 2009. Dual Language: Parent Motivation and Support. MA Thesis, p.15. http://hdl.handle.net/10139/1092 12 Trim, J.L.M. 2000. The Way Ahead. In Language Policy and Pedagogy: Essays in Honour of A. Ronald Walton. R.D. Lambert and E. Goldberg Shohamy (eds.). Philadelphia: John Benjamins. 13 Multiple languages propel workers up the career ladder. Vancouver Sun October 11, 2008. Retrieved from www.canada.com/vancouversun 14 IA&P Fall 2010 joint Applicants Survey

21

survey indicates that the majority of our students are majoring in a degree in General Studies or in Humanities, but 13% are enrolled in a Business degree, and others in Accounting, Information Technology, Marketing, Journalism, Nursing, etc. Anecdotal evidence from students who have graduated from Kwantlen with Language, Linguistics and Cultural Studies courses indicates that these skills are being used in employment, for instance, by personnel with the RCMP, by employees at Tourism BC, and by customs officers at YVR and flight attendants with Air Canada. Students often return to their countries of origin and use both the English that they have learned in Canada and the additional language they have developed in MODL courses in the trade and industry sectors of their economies.

D. Satisfaction with skills development

The MODL student survey data show that the majority of students are satisfied with their acquisition of a range of skills, from written and oral communication to the ability to see things from different perspectives, as shown in Table 7. Table 7: Student satisfaction with skills development Very satisfied

% Satisfied

% Neutral

% Dissatisfied or

very dissatisfied % Oral communication 41 43 5 6 Listening comprehension 45 38 8 4 Writing 44 39 9 4 Interpreting written texts 45 39 7 3 Cross-cultural communication 39 32 17 2 Understanding linguistic concepts 39 28 14 2

Applying linguistic concepts across languages 37 22 21 4 Analyzing concepts 33 36 14 2 Thinking independently 36 36 16 2

Arguing opinion(s) effectively and respectfully 29 28 16 5 Critical evaluation of information in written materials

30 31 14 4

Critical evaluation of information in oral/audio materials

28 30 16 3

Solving problems and finding novel approaches 26 32 16 5

Ability to see other perspectives and to think globally

36 33 12 3

Source: MODL Student Survey for Program Review

Department offerings are particularly strong in the areas directly related to linguistic fluency and literacy and intercultural communication skills. Students appear to be confident that their skills have application in real-life contexts. It is also heartening to see that their skill develop extends beyond the purely linguistic to include other essential skills such as critical thinking. This evidence strongly suggests that the value of language learning is broader than the instrumental goal of communicating in an additional language.

22

E. Satisfaction with learning experience

E.1 Faculty and conversationalists

Judging by the student survey results, learners are generally satisfied with the teaching that they receive with MODL. This is also evident in the responses which many of us get on teaching evaluations. The survey indicates that very dissatisfied students are reasonably few. 92% of students are satisfied with quality of teaching, with only 3% indicating that they are very dissatisfied. This is an important finding considering that, according to IA&P’s joint registration survey (2010), 66% of students consider the reputation of instructors to be a major factor in choosing to study at Kwantlen. Our instructors are commended for their passion, dedication, knowledge, encouragement and for making learning interesting and fun.

“The professors and conversationalists are friendly and knowledgeable and genuinely want to see each and every student succeed.”

“I find the instructors to be very high calibre; they are gifted at their craft, and genuinely care about the students at Kwantlen.”

“The professor is wonderful; the conversation instructor is wonderful. Both are willing to help you as they are excited that you are learning their language.”


Table 8 shows levels of student satisfaction with specific instructor characteristics. The satisfaction percentage for all categories is 90% or more. Instructor feedback garnered the lowest level of satisfaction, with 6% of respondents indicating dissatisfaction and 4% giving a neutral response. We believe, however, that students’ expectations for feedback are often unrealistic and this is a common criticism of instructors in general, not particular to our department. Table 8: Student satisfaction with instructor characteristics

Very satisfied

% Satisfied

% Neutral

% Dissatisfied or

very dissatisfied % Instructors appear competent and well qualified 80 15 1 4 Instructors care about teaching 83 15 1 1 Instructors are available (e.g. office hours, email, phone etc.)

77 16 2

Instructors act respectfully toward students 84 15 1 Instructors provide useful feedback 71 19 4 6

Source: MODL Student Survey for Program Review Although the percentages of students who were very or somewhat satisfied with the work of our conversationalists are slightly lower than in other categories (see Table 9, following page), the percentages of neutral or dissatisfied replies are no higher. Rather, more students were unsure about how to answer these questions, or were students in upper-level language, linguistics or cultural studies courses, for which there are no conversation labs.

23

Table 9: Student satisfaction with conversationalist characteristics Very satisfied

% Satisfied

% Neutral

% Dissatisfied or

very dissatisfied % Conversationalists are well prepared 64 23 2 2 Conversationalists act respectfully toward students

78 11 2 4

Conversationalists provide useful feedback 58 27 2 4 Source: MODL Student Survey for Program Review

E.2 Class size One aspect of MODL courses that makes them special within Kwantlen is class size: whereas the standard class size within the Faculty of Humanities is 35 students, our lower-level language classes are capped at 27, upper-level language classes at 20, and Linguistics courses at 30. Students clearly find this arrangement beneficial:

“Smaller classes so that the teacher can pay more attention to the student.”

“With the small class sizes, you learn so much more…”

“Class sizes allow the professors to interact with every student in the class in the language of study every lecture and not just every once in a while.”


E.3 Curriculum 72% of students surveyed indicated satisfaction with preparation for more advanced courses. Only 2% of respondents were very dissatisfied. This issue was already discussed in section 2.B.1.

E.4 Program organization An area of strong dissatisfaction among students is the availability of courses, in variety, times and number of courses. Only 25% of respondents from our student survey stated that they were somewhat or very dissatisfied with the existing variety of courses. 16% indicated some level of dissatisfaction with the availability of alternate courses in case of cancellation. 21% of students showed dissatisfaction with the availability of first-year level courses in each semester, 27% at the second-year level, and 29% at the third-year level. It is obvious, then, that students feel that their language development is hindered by the lack of second-year and upper-level course offerings. Student comments on the spring 2010 survey clearly indicate that there is strong interest in degree programs relating to Language, Linguistics and Cultural Studies. Our current students are asking for such options, and implementing degree options will attract new students.

“Allow the option for a student to major in a language. If Kwantlen offered this, I would most likely stay.”

24

“Many Kwantlen students taking languages are trying to get into teaching careers, and languages are one of the things setting new teachers apart from the rest and making them employable.”

“Because languages are interesting, I encourage others to learn them. But Kwantlen needs to make it more of a priority... It could be more of a draw for students if there were more put into it rather than being just elective courses.”


Due to limits on the current base budget, we are unable to offer enough lower-level courses to create the robust stream of learners needed to fill upper-level courses for those students fully committed to developing fluency in their language of choice. This may result in students transferring to other institutions to complete their studies.

In the past two years, two out of three second-year Linguistics courses have been cancelled, as well as some French and Spanish upper-level sections. Low enrolment numbers do not automatically reflect student disinterest. At the moment, all our courses are electives for degrees in other departments. While the first-year courses serve the purpose of fulfilling the university’s language requirement, any further classes at the moment can only be taken out of personal interest. This often rules out our courses due to time conflicts with compulsory courses, or simply due to lack of further elective options. For this reason, it is crucial for the survival and growth of our department to establish one or more degrees as soon as possible.

“Availability of upper-level courses in certain languages is an issue. Like for myself, I have already finished taking 3rd year Japanese, but now I have to stop studying, since the school offers no 4th year Japanese. I really hope that we can have more upper-level courses, not only the language course, but also the culture studies, which can allow me to learn more.”

MODL student, 2010 survey E.5 Extra-curricular MODL related activities

Kwantlen Japan Club was established and recognized as a Kwantlen Student Association club in the fall of 2010. This student led organization has been meeting once a week on both Richmond and Surrey campuses. The participants plan events that are open to all students. Such events have included participation in International Week at Kwantlen, fundraising for the Richmond Food-bank and the East Japan Earthquake Relief, Japanese film viewing, and various other occasions to promote better understanding of Japanese culture and language both on and off campus. Visiting exchange students and international students from Japan have regularly participated in the meetings and events in the past. MODL department faculty are in contact with Cinesthasia, Kwantlen’s student film society, to organize an international film series.

25

E.6 Overall satisfaction with the learning experience 87% of our students indicated that they would recommend Kwantlen's Linguistics, Cultural Studies, and/ or Modern Languages courses to others.

“I would recommend a Modern Languages course to others since learning a new language is opening new horizons in so many walks of life like different culture friends, new jobs, new places to visit (places we otherwise might never think of visiting), different food to eat and of course the new language itself.”

“I would recommend Cultural Studies to others because I think it's a valuable experience to understand different cultures.”

MODL students, 2010 survey Based on our student survey we conclude that our students are satisfied with the instruction that they receive in the MODL department, the faculty members who provide it, and the skills that they acquire. Some significant areas of dissatisfaction are apparent, however:

Students are dissatisfied with the lack of degree programs in Modern Languages, Linguistics and Culture.

The demand for courses is greater than we are able to meet. Students who need courses to satisfy the BA language requirements cannot get those courses due to the unavailability of sections.

Students want more upper-level Language, Linguistics and Cultural Studies courses.

26

4. Qualityofservices,resourcesandfacilities

A. Student satisfaction with services, resources and facilities

Judging by our student survey, students are less satisfied with MODL related services, resources and facilities than they are with their overall learning experience in MODL. Table 10: Student satisfaction with services, resources and facilities Very satisfied

% Satisfied

% Neutral

% Dissatisfied or

very dissatisfied % Availability of information/ advice pertaining to MODL courses and/or programs

19 40 18 13

Availability of information /advice pertaining to degrees and careers in MODL

16 28 18 25

Availability in our library of books relevant to MODL

11 30 23 18

Availability of print journals pertaining to MODL 11 23 29 14 Availability of electronic resources pertaining to MODL including journals, dictionaries etc.

12 25 23 19

Dedicated meeting space to discuss MODL 19 26 20 19 Dedicated meeting space to practice languages 20 27 17 23 Availability of Language and Linguistics tutors at the Learning Centres

23 30 10 20

Source: MODL Student Survey for Program Review

Students are particularly dissatisfied with the availability of information on degrees and careers relating to our course offerings. We believe that this reflects the fact that our courses at the moment are only electives. Students get inspired and passionate about language, linguistics, or culture, but currently have nowhere to go with that excitement within Kwantlen. Instructors discuss options with students, but students express the need for more and clearer information about our courses and more publicity of them, through Educational Advising. The faculty survey supports this result: only 19% of faculty respondents were somewhat satisfied with program support from Educational Advising. Students are also concerned about the availability of language and linguistics tutors at the Learning Centres. We are very fortunate to be able to offer our students a free tutoring service (for most languages this is peer-to-peer tutoring; the French and Linguistics tutor has graduate degrees in both fields). However, access to tutoring is not consistent from campus to campus. While the situation is relatively stable and satisfactory at Richmond campus, on Surrey campus, language tutoring was suddenly cut during the 2010-2011 academic year. This cut was not due to lack of demand.

“I think we need more language tutors in the Learning Centers. There were no Japanese tutors in Surrey campus this semester, and I found that very disappointing. Last year, I learned so much from the language lab tutors, but I didn't have that ability this year.”


27

There is some dissatisfaction among students concerning the Kwantlen library collections for Languages, Linguistics and Cultural Studies. Prior to 2008, Kwantlen University College functioned mainly as a transfer institution, focusing on providing students with the first two years of post-secondary education. Consequently, the library was developed to serve first and second-year student needs. Since Kwantlen was granted university status, the MODL faculty members have worked with librarian, Ulrike Kestler, to increase and improve the library’s book, electronic and video collections. Students are also looking for space dedicated to MODL department activities, such as language practice.

“It would be nice if you have a designated area/time for people to practice their languages out of class time. In ALL campuses, not just Surrey. Maybe it could be a club? Language/film clubs would be very interesting if there were enough students interested.”


B. Faculty and staff satisfaction with services, resources and facilities

B.1 Program Support Table 11: Faculty satisfaction with services, resources and facilities

Very satisfied %

Satisfied %

Neutral %


Support from Library 56 25 13 Support from Student Services - Counseling 38 44 6

Support from Learning Centre 6 31 25 25 Support from Educational Advising 19 50 13

Support from Bookstore re: textbooks 44 38 19 Support from Bookstore re: acquiring other books and resources 25 38 13

Support from IET in classrooms and labs 38 56 6 Support from IET for Moodle 31 44 6 6 General support from IET (helpdesk, etc.) 44 50 6 Support from Facilities 44 13 31 Copy Centre 13 56 31 Printing Services 33 53 Source: MODL Faculty Survey for Program Review Support from the Library, Bookstore and IET (including classroom and labs, Moodle and help-desk), and Printing Services received very high ratings. However, as discussed in section 4.A (Student satisfaction with services, resources and facilities), faculty members are concerned about the reduced support from the Learning Centre. Instructors are also continuously frustrated and inconvenienced by the overworked and malfunctioning photocopy machines at the Copy Centres.

28

B.2 Dean’s Office The following are the outcomes of the faculty survey concerning support from the Dean of Humanities’ office: Table 12: Faculty satisfaction with skills development

Very satisfied %

Satisfied %

Neutral %


Clerical support 33 47 13 7

Availability of the Dean 7 47 27 13

Liaison with other programs 20 33 40 Liaison with administrators outside Dean’s office 14 14 47 20 Liaison with support service providers 7 13 67 7 Availability of the Dean for meetings and calls 7 33 47 7 Location of the Dean’s office 31 19 44

Input into budget/resources allocation 20 47 27

Absence of Program Assistant position 6 19 56 Source: MODL Faculty Survey for Program Review The majority of respondents indicated general satisfaction with support from the Dean’s office, particularly for clerical support. There are two causes of dissatisfaction, the small base budget and limited program assistant support. Our hope is that the creation of our Minor in Language and Culture will help ameliorate these concerns. Since the faculty survey was conducted, a decision has been made to amalgamate the Faculties of Humanities and Social Sciences. The impact of this change on the relationship between the MODL department and the Dean’s office is undetermined.

B.3 Program resources Responses to the faculty survey provided the following results concerning program resources: Table 13: Faculty satisfaction with program resources

Very satisfied %

Satisfied %

Neutral %


Classroom space 44 44 13

Availability of e-classroom space 50 31 6 13

Conversation class work space 13 31 31

Language lab space 6 6 19 19

Up-to-date lab equipment 13 19 19

Up-to-Date software in lab 13 25 19

Office space 6 31 63 Office space for conversationalists 13 69

29

Computer access in offices 38 38 13 13 Computer access in conversation classes 19 13 38

Space for private discussion 6 88

Security of resources 6 31 19 38 Proximity of Modern Languages colleagues’ offices 38 31 13 13 Access to campus 19 50 19 6


Faculty as a whole are satisfied with classroom space and the availability of e-classrooms. However, inadequate office and other spaces is a significant source of frustration and discontent. 63% of faculty respondents are dissatisfied with office space 88% are very dissatisfied with the availability of space for private discussion, and 38% are dissatisfied with the security of resources. MODL is currently assigned two offices at both the Richmond and Surrey campuses, and one in Langley. This means that three or four instructors share an office. It is impossible to pursue typical academic activities in these conditions: there is no confidentiality for meeting students, no space or place for curriculum planning, research, collegial work, and inadequate space for storing teaching and research materials. The lack of space to secure research materials is particularly problematic since certain research grants are awarded contingent on the ability to secure sensitive data. Adding to the congestion of office space are the conversationalists, who are currently not assigned any office space at all, resulting in a 69% dissatisfaction rating with conversationalist office space. Space for the conversation labs is also very inadequate, particularly at Richmond campus where the assigned room is too small. Moreover, the rooms assigned for conversation labs generally lack computer access, which eliminates the possibility of conversationalists using audiovisual materials in class.

B.4 Library Kwantlen Library has provided the MODL department with a liaison librarian, Ulrike Kestler, who has worked closely with our faculty for the past few years to build and update the library resources related to our teaching. The very positive responses from the faculty survey reflect all the hard work that Ulrike has put into helping our program grow. Table 14: Faculty satisfaction with library resources

Very satisfied %

Satisfied %

Neutral %


Placing library materials on reserve 50 19 25 Responses to requests for support of library research 38 13 31 Interlibrary loans of related materials 33 13 33 Books on related fields for teaching 6 25 25 19 Journals of related fields for teaching 31 19 25

30

Electronic resources (online & other media) for teaching 44 31 13

Books on related fields for research and other scholarship 19 19 44

Journals of related fields for research and other scholarship 19 19 44

Electronic resources (online & other media) for research and other scholarship 31 25 31

Source: MODL Faculty Survey for Program Review We are satisfied with books, print journals and electronic resources available for teaching, but strongly dissatisfied with materials available for research. Currently the library’s mandate is to build its collections with purely student focus, so that when faculty order materials, they must be directly related to the classroom and frequently used by students. We hope that in the near future there will be more funding to acquire resources related to faculty research and teaching. Many pedagogical innovations are disseminated through journals related to language teaching.

31

5. Qualityofprogramrelationshipsandconnections

A. Articulation – internal and external

A.1 Relationships to Other Disciplines The faculty members in the MODL department are very active in developing relationships with other disciplines within the Faculty of Humanities and outside (e.g., Faculty of Social Sciences, School of Business, etc.). Some of our recent undertakings include:

Consultation with the History department since they started to develop a BA in Asian Studies. Following a series of meetings we were able to identify courses in MODL which will be beneficial for students pursuing a BA in Asian Studies. We are currently working with their team to collaborate a field school in Asia.

Consultation with English Language Studies (ELST) on topics ranging from pronouncing Chinese names to dealing with cultural issues

Consultation with the English department on analyzing translations of Mandarin language literature

Consultation with the School of Business to create Mandarin courses for the Bachelor of Business Administration in Chinese Business Management now under development

Linguistics 1100 and 1200 were made prerequisites for two English Language Studies Program courses, English Language Teaching (ELTE) 3100 (Applied Linguistics and English Language Teaching) and ELTE 3200 (Approaches to English Language Teaching)

Consultation with the Department of Anthropology to cross-list LING 1300 and LING 2300, and to include these courses as electives for Anthropology degrees

Consultation with the Department of Philosophy to cross-list PHIL 3425, Language and Meaning, with Linguistics. This will add an upper-level course option for our Minor in Language and Culture students.

Consultation with the Centre for Design and Communications to develop a French Field School for students in the Bachelor of Fashion Design and Technology program

Active involvement in the creation of an interdisciplinary program at Kwantlen (presently called Cultural Studies)

We expect that the creation of our Minor in Language and Culture, as well as other potential degree programs, will increase our communication and collaboration among different departments at the university. The departments of Anthropology, Business, Geography, Political Science, Sociology, Asian Studies, Philosophy, and History have indicated a desire to adopt upper-level courses from our degree to answer some of their needs. Along the same line, the School of Business has indicated that it sees several ways that the BA Minor in Language and Culture will enhance the career options of students interested in internationalism and the global market.

32

Kwantlen Polytechnic University is named after the Kwantlen First Nation of the Coast Salish people, and it is built on the shared traditional territories of the Kwantlen, Katzie, Semiahmoo, and Tsawwassen First Nations. In keeping with its name, the university encourages and supports the growing participation of Aboriginal students in postsecondary studies. Two of the strategic plan objectives of Kwantlen’s Aboriginal Services are to “develop internal partnerships that support institutional visions of Aboriginal education as articulated by Aboriginal people and the Aboriginal Advisory Committee” and to “Develop, implement and maintain culturally relevant services and programs.”15 The MODL department has been approached by Aboriginal Services to discuss the possibility of creating relevant curriculum, such as Linguistics courses on First Nations Languages. While we have consultants available to design and teach such courses, this has not been pursued further due to lack of funding. Again, our proposed Minor in Language and Culture has the potential to eventually expand in the area of Aboriginal languages and cultures, in conjunction with, for instance, the department of Anthropology that presently offers ANTH 2140 and ANTH 2142 (First Nations Cultures of BC and First Nations Cultures of Canada). Such courses would provide an opportunity to recognize and meet the needs of Aboriginal students.

A.2 Relationships to other Universities

With support from the Office of International Students and Scholars, there are over thirty five opportunities for student mobility and exchange with partners around the world. Several of these partnerships are geared specifically to enhance language training and cultural understanding. Through an extensive partnership network the ISS office is able to provide enhanced language learning in Spanish, Japanese, German, French and Mandarin, and also enjoying the benefit of receiving students from these countries. Kwantlen is expanding the number of university linkages with the aim to facilitate further opportunities for Kwantlen students to study abroad. The opportunities can be long term (one term or one year exchanges), short term (three to four week) intensive language instruction programs, or a range of Kwantlen faculty-led field schools. There are also opportunities for work and volunteer internships internationally. Equally important are the faculty exchanges increasingly being made available that link faculty together with partner institution peers to collaborate on research, curriculum development and teaching opportunities which expand the international experience and professional development of faculty who in turn bring these experiences into their classrooms and enrich the learning environment at Kwantlen. As discussed in section 1.D.4, the MODL department currently has student exchange programs with universities in Chile, China, Japan, and Taiwan. Summer field school programs have been run in France, Germany and Japan. A Punjabi Language and Culture Field School, in conjunction with the Punjabi University in Patiala, India, is in development.

15 http://www.kwantlen.ca/aboriginal/welcome.html

33

A.3 Relationships to the Community To enhance language and cultural connections, MODL department students are encouraged to visit cultural centres, and to volunteer for and participate in community festivals and events (e.g. Chinese New Year parade, Japanese Powell Street Festival, Vancouver Latin American film festival, Punjabi Language Education Association Celebration of International Mother Language Day) and international aid work such as the Japan Tsunami relief efforts. Faculty members also work as volunteers in events such as speech contests that relate to the academic interests of our students. Punjabi class assignments have included interviews of local Punjabi-speaking residents, and classes have hosted Punjabi social activists, writers, film and theatre actors, singers and comedians.

In addition, the MODL department has hosted events for the local community. Two Punjabi documentaries were publicly screened in 2010, followed by a question/answer session. In 2011, the department hosted the first Punjabi Language Technology Education Workshop in North America, a three day event in which Punjabi students, teachers, writers, journalists and other members of the community participated. In November 2011, Kwantlen will host two Punjabi language events open to the community and other universities and public education institutions: the Punjabi Writers Festival, and a three day event “From Struggles to Success: The Empowerment of South Asian Women Through the Written and Spoken Word” which will include an academic panel discussion, presentations by Punjabi artists, as well as student performances.

A.4 Transfer Credits and Prior Learning Assessment (PLA)

Kwantlen Polytechnic University has an existing comprehensive transfer agreement with other BC post-secondary institutions allowing articulation of credits under the BCCAT framework. Modern Languages courses are transferable for credits to major post-secondary institutions in BC. Our language courses also comply with the Advanced Placement Program subject to individual assessment through standardized exams.

B. Support for strategic plan

The MODL department’s curriculum, including the proposed Bachelor of Arts, Minor in Language and Culture, is in line with Kwantlen’s mission and mandate in that it prepares students to live and work in an increasingly global context. Our program aligns with Kwantlen’s commitment to foster critical awareness, cultural sensitivity, and social responsibility. We are particularly proud of our proposed Minor that, by its very nature, will demand that students engage with local and international communities, creating opportunities to apply their skills and knowledge. In this manner, the Minor will contribute to Kwantlen’s aspiration to broaden learning opportunities through a distinctive, creative and innovative degree that supports the positioning of the University in relation to other post-secondary institutions in British Columbia and across Canada. In particular, we anticipate contributing to Kwantlen’s mission and strategic plan by:

34

a. furthering the institution’s mandate to increase degree options for learners South of the Fraser River, and

b. offering a program that is consistent with Kwantlen’s polytechnic identity

C. Advisory Committee

It is unusual for UT areas to have advisory committees. Not surprisingly, we currently do not have an advisory committee and to the best knowledge of long-time department members we never had. Recently we have consulted with local businesses to explore employment opportunities for our graduates and to solicit support for our proposal for a minor. It may be to the department’s advantage to have an advisory committee with representation from sectors of the economy who employ our graduates so we can stay attuned to relevant employment trends and the professional demands required of our graduates. Such an advisory committee would make us unique among MODL departments.

D. Public information and Communication

Since the MODL department has no degree program (Minor, Major or certificate), we receive limited support from Kwantlen Marketing. The results of the faculty survey reflect this situation: Table 15: Faculty satisfaction with information and marketing

Very satisfied %

Satisfied %

Neutral %


Quality of information and advice pertaining to program courses available Kwantlen website

13 56 6 19

Quality of information and advice pertaining to program courses available Educational Advising

6 44 13 6

Kwantlen Marketing 6 19 31 39

Program Marketing 6 19 31 39 Source: MODL Faculty Survey for Program Review

Kwantlen Marketing has helped us make an MODL brochure. However, all other promotional materials, including posters, fliers, and the department website, are created by faculty members, and financed by the department budget. We have produced posters advertising individual new courses and distributed them across different campuses. This has been relatively successful. We have also taken part in the annual Kwantlen Open House. Our department website is the most often utilized resource for students, and, hence, crucial to provide information about us to the Kwantlen community and the world beyond. The website was created by and is currently maintained by a small number of faculty members. The process is extremely time-consuming, and the website format is unsatisfactory. All our marketing ventures are very costly in both faculty time and department finances, and would be more effective if we received more support from Marketing.

35

6. Summaryandrecommendations

A. Summary

The Department of Modern Languages at this point in its development is best described with three key action words: Evolving, Growing, and Globalizing.

Evolving

From 1981 until 1996, the department offered only European languages, French, German and Spanish. At the time, the MODL department functioned as a service department, offering first- and second-year language courses to students for a variety of purposes, including degree completion and transfer. Since 1996 we have added Mandarin, Japanese, Punjabi and Linguistics, in order to meet the demand of students who want to pursue their field of studies in Modern Languages and Linguistics. We have also developed Cultural Studies courses and now regularly offer four to five Cultural Studies courses that attract students from a variety of programs. We have developed third- and fourth-year courses in languages, and enrolments are strong. We have expanded the purposes the department serves to include provision of a minor.

While we are pleased to see the increasing number of students wanting our courses, we are having difficulty meeting the demand because of the limited budget allocated to our department. Our base budget has barely increased in the last six years. The growth we have described has been made possible by funds available as a result of course cancellations in other departments. It is clear that we cannot sustain the development in our area on the basis of uncertain additions to our budget. Growing Our enrolment history is a solid demonstration of the security of the demand for our courses. For example, enrollments in 2005/2006 were 1,574 students, increasing in 2010/11 to 1,927 students (22% growth). Additional evidence of the security of demand for Modern Languages courses comes from student survey data. In Fall 2007, our department, in collaboration with Institutional Analysis and Planning, conducted a survey of around 500 students. The results were encouraging. For example

67% of students cite their motivation for taking a modern language course to be for personal interest rather than for degree requirements (23% of students surveyed did, however, take our courses to fulfill requirements).

83% of students indicate interest in taking third- and fourth-year Modern Languages courses

81% of students stated that they would be interested in pursuing a minor in Modern Languages, Linguistics, or Culture

36

Encouraged by the results of this survey, we started to develop our first Minor in Language and Culture. Our full proposal is completed. Since we are the only department in Humanities without a degree program, we want it to be approved and offered soon. We need to develop and offer further courses and that growth will require financial investment. Globalizing We have also been trying to find ways to participate more directly in international education and internationalization at Kwantlen. We have established exchange programs with universities in Europe, Asia, and South America. We have established and successfully offered field schools in France, Germany and Japan. Field Schools have a lot of potential, as they provide a nexus for multidisciplinary collaboration beyond our Department. This, too, will require additional resources to develop and staff the courses involved. Conclusion Learning languages and cultures will help students broaden their perspectives and deepen their understanding of the world, as well as provide them with opportunities to work globally. We believe that our department fulfills Kwantlen’s new Vision Statement: we inspire students to excel in their careers, lead in their communities, and succeed in their lives. We continue to evolve, grow and globalize.

B. Recommendations

B.1 Curriculum

We recommend that:

1. More funding be made available to MODL to meet student demand for additional sections. Evidence shows that students not only need courses to satisfy BA language requirements in other disciplines but also want to pursue degrees in our department. To prepare to offer the Minor in Language and Culture already developed, as well as an eventual Major, we need a foundation with a variety of courses focused on such areas as language, literature, business, and culture. In order to build a strong program, we need to:

o Schedule more lower-level courses to meet current demand, as well as to secure a healthy enrolment of upper-level courses.

o Allow upper-level classes to run even when under-enrolled until we establish a consistent healthy enrolment in these courses.

o Develop courses appropriate to fulfill Kwantlen’s mandate for applied degrees, recognising that new curriculum must subordinate individual faculty interests to mutually agreed-upon department objectives for program development.

o Offer more interdisciplinary courses in order to meet Kwantlen’s mandate of internationalization.

37

o Explore the possibility of offering online courses.

o Establish liaison with Educational Advising to address student dissatisfaction regarding availability of information on degree requirements and careers related to MODL offerings, ensure greater awareness on the part of students about MODL courses, and encourage more vigorous promotion of our curriculum.

o Work with library liaison to address student dissatisfaction with library book, electronic and video collections related to MODL.

o Explore possibility of establishing an advisory committee for our degree programs with a view to enhancing employment opportunities for our graduates and soliciting support for the MODL Minor.

o Develop standardised assessment instruments across languages within MODL in order to ensure most appropriate placement of students.

2. Language tutors be made available for each language at the Learning Centres in Richmond and Surrey campuses each semester. This has been shown to support student learning significantly. B.2 Resources

We recommend that:

3. The following spaces for students be created. o An additional designated classroom and conversation-lab room assigned to MODL so

that more classes can be scheduled in the time blocks popular with students.

o Appropriate rooms for private student – instructor meetings regarding personal student matters.

o Appropriate rooms for oral exams, make up tests, assessment tests, Prior Learning Assessment, and challenge exams.

o A gathering place for student language practice and student clubs, such as the current Japan Club. There is no student union building at Kwantlen so we need to help students find space to gather.

o A theatre for film courses, clubs, conferences and cultural festivals. This room must be specifically sound-proofed for films, so as not to disturb neighbouring classes, as is happening now.

4. The following spaces for faculty be created. o Each regular faculty member of the department be provided with a private and

exclusive office either in Richmond or in Surrey, as preferred by that member, with all the hardware and technological support necessary to carry out common teaching and research activities.

o One office be provided on both Richmond and Surrey campuses for use by conversationalists, with all the hardware and technological support necessary to carry out common teaching activities.

38

o MODL be granted the exclusive use of a classroom-size multi-purpose room on each of Richmond and Surrey campuses, in which departmental functions may be carried out—e.g., faculty may conduct workshops, schedule faculty meetings and have informal gatherings. A small MODL library might also be housed in this room.

o All MODL-related spaces mentioned above be grouped in close proximity, on each of the two campuses, with characteristic markers and identifiers, so that students (and the university community at large) may be able to recognize our department and see that it is located in a specific place. This is a particularly important element, as it ties all others together.

5. Additional resources be allocated to promote MODL courses and programs, including

support from Kwantlen Marketing to create professional materials that provide information about our department to the Kwantlen community and the world beyond.

B.3 Field Schools and Exchange Programs

We recommend that: 6. MODL Field Schools be permitted to run with lower enrolment numbers until they are

securely established. In recognition of the heavy responsibilities to care for students overseas, additional funding should also be provided for faculty members who accompany students. At present, faculty are reimbursed only for classroom contact hours and expenses, but they volunteer many more hours both in Canada and the field school country(ies) in order to make these opportunities possible and successful.

7. Funding be provided when instructors visit established or candidate field-school institutions to discuss programs and foster connections for field schools and exchange programs.

8. Working with International Liaison Office, a broader range of short- and long-term student and instructor exchange programs be developed to enhance language training and cultural understanding.

B.4 Faculty research support and professional development

We recommend that: 9. Research funding be made available to faculty who conduct research. Due to the nature of

our subject area, research often requires travel overseas and, consequently, costs more. For many of us it is essential to spend time annually in a native environment to update cultural and linguistic knowledge.

10. A laptop computer be provided for each regular faculty member in order to support his or her teaching and research activities.

11. Workshops be scheduled within the Department to address common professional development issues, classroom best practices and inter-departmental communication issues.

39

7. ListofAppendices

The appendices are a separate companion document to the MODL Program Self Study. They include:

Appendix A – Course Descriptions of Existing and New Courses

Appendix B – Registration counts 2006-2011

Appendix C – Field School Studies Abroad

Appendix D – Faculty Profiles

Appendix E – Kwantlen Modern Languages Student Survey

Appendix F – Results of the MODL Student Survey 2010

Appendix G – German Conversation Lab Survey April 2010

Appendix H – Kwantlen Modern Languages Faculty Survey

Appendix I – Results of the MODL Faculty Survey 2010

Appendix J – Letters of Support

Appendix K – Application for Minor in Language and Culture

Modern Languages Department

Kwantlen Polytechnic University

Program Review Self Study Report Appendices

October 2011

Prepared by Päivi Koskinen

Kwantlen Polytechnic University MODL Program Review Self-Report - Appendices

Appendices

Appendix A – Course Descriptions of Existing and New Courses........................................................ 1

Appendix B – Registration counts 2006-2011 ..................................................................................... 16

Appendix C – Field School Studies Abroad ........................................................................................ 17

Appendix D – Faculty Profiles ............................................................................................................. 23

Appendix E – Kwantlen Modern Languages Student Survey ............................................................. 45

Appendix F – Results of the MODL Student Survey 2010 ................................................................. 50

Appendix G – German Conversation Lab Survey April 2010 ............................................................ 72

Appendix H – Kwantlen Modern Languages Faculty Survey ............................................................ 73

Appendix I – Results of the MODL Faculty Survey 2010 ................................................................... 79

Appendix J – Letters of Support ........................................................................................................ 105

Appendix K – Application for Minor in Language and Culture ....................................................... 106

Kwantlen Polytechnic University Page 1 MODL Program Review Self-Report - Appendices

Appendix A – Course Descriptions of Existing and New Courses

1000 level - languages, linguistics, and cultural studies

FREN 1100 – French for Beginners I With its focus on the essential elements of effective communication (with an emphasis on oral communication with reinforcement through reading and writing), FREN 1100 gives you a basic introduction to the French language. You will also be introduced to various cultural aspects of the French-speaking world.

FREN 1101 – French for Beginners II With its focus on the essential elements of effective communication (with an emphasis on oral communication with reinforcement through reading and writing), FREN 1101 builds on basic skills and continues to develop oral, listening, reading and writing skills while further exploring francophone culture. Prerequisites: FREN 1100, French 11 (with a C or higher), or assessment by instructor GERM 1100 – Basic German I Students will use the communicative approach to develop basic oral, listening, reading, and writing skills in German while exploring the Germanic culture.

GERM 1101 – Basic German II Students will use the communicative approach to build on basic skills and continue to develop oral, listening, reading, and writing skills while further exploring the Germanic culture. Prerequisites: GERM 1100 or equivalent, or German 11, or assessment by instructor JAPN 1100 – Basic Japanese I Students who have little or no previous knowledge of Japanese will learn basic communication skills used in a Japanese cultural context. They will develop their ability to speak, comprehend, read, and write Japanese through various communicative tasks.

JAPN 1100 – Basic Japanese II Students who have completed Japanese 1100 or an equivalent course will continue learning spoken and written Japanese. They will develop basic oral and written communication skills used in a Japanese cultural context through the study of vocabulary, pronunciation, grammar, and short essay writing. Prerequisites: JAPN 1100 or assessment by instructor JAPN 1200 – Introduction to Contemporary Japanese Society And Culture See CUST 1200 MAND 1100 – Beginner Mandarin I Students will develop basic skills in listening, speaking, reading and writing in Mandarin Chinese while exploring the Chinese culture. This course is intended for students who cannot write more than 200 Chinese characters.


MAND 1101 – Beginner Mandarin II Students will build on the basic skills and continue to develop oral, listening, reading and writing skills while further exploring the Chinese culture in the Canadian context. Prerequisites: MAND 1100, or Mandarin 11, or assessment by instructor

PUNJ 1100 – Introductory Punjabi I Students who have little or no previous knowledge of Punjabi [Gurmukhi] script will learn to read and write at the basic level. They will use the communicative approach to develop the ability to speak, comprehend, read and write Punjabi while exploring the Punjabi culture. PUNJ 1101 – Introductory Punjabi II Students who have a basic knowledge of Punjabi [Gurmukhi] script will learn to further develop their ability to speak, comprehend, read and write Punjabi while exploring the Punjabi culture. Prerequisites: PUNJ 1100 or interview with instructor SPAN 1100 – Basic Spanish I Students who have little or no previous knowledge of Spanish will learn basic communication skills used in a Spanish cultural context. They will develop the ability to speak, comprehend, read, and write Spanish at a beginner level through various communicative tasks. SPAN 1101 – Basic Spanish II Students who have completed one semester of a basic Spanish or an equivalent course in Spanish will continue learning spoken and written Spanish. They will develop basic oral and written communication skills used in a Spanish cultural context through the study of vocabulary, pronunciation, grammar and short essay writing.

Prerequisites: SPAN 1100 or Spanish 11 (C or higher) or assessment by instructor

LING 1100 – Introduction to Language Structure Students will acquire a basic understanding of the structural properties of languages in general. They will learn how words and sentences are formed, how sounds are articulated and patterned, and how words and sentences are interpreted. Students will analyze examples from a variety of languages and discuss applications of linguistic findings to language learning and teaching. LING 1300 – Languages of the World Students will learn fundamental facts about the world’s languages and will examine topics critical to language. They will examine a range of questions: the regional and historical similarity and diversity of languages, linguistic typology and language universals, sound and structural features of the world’s languages, issues of languages in contact, minority language endangerment, and the role of English as a world language.


CUST 1200 – Introduction to Contemporary Japanese Society and Culture Students who have an interest in Japan, but little or no background in Japanese studies, will gain a broad overview of contemporary Japanese society and culture. They will read, watch, listen to, discuss, and write about a variety of materials introducing topics such as Japan’s geography, history, customs and events, social structure, religion, family, demographics, regional cultures, minority groups and subcultures, politics, economy, sports, literature and arts. Students may earn credit for only one of JAPN 1200 and CUST 1200 as they are identical courses.


FREN 2200 – Intermediate French I Students will build on previously acquired listening, speaking, reading, and writing skills. They will continue developing interpersonal and intercultural communication skills while further exploring Francophone cultures. Prerequisites: FREN 1101 or French 11 (with a B or better) or French 12 (with a C or better) or assessment by instructor FREN 2201 – Intermediate French II Students will reinforce and expand previously acquired listening, speaking, reading, and writing skills. They will continue developing interpersonal and intercultural communication skills while further exploring Francophone cultures. Prerequisites: FREN 2200 (formerly FREN1105) or French 12 (with a B or better) or assessment by instructor FREN 2220 – French Oral Skills* Students will develop oral skills and improve their aural comprehension at the intermediate level of proficiency. The course will provide students with stimuli for oral production and will give them the opportunity for face-to-face conversations through role-playing. Student will also enrich their French vocabulary through structured and meaningful practice. Prerequisites: FREN 2201 or assessment by instructor GERM 2200 – Intermediate German I Students will use the communicative approach to review and expand their knowledge of basic German grammar. They will continue to develop oral, listening, reading, and writing skills at the intermediate level while further exploring the Germanic culture. Prerequisites: German 11 with B or German 12 with C or GERM 1101 or assessment by instructor

GERM 2201 – Intermediate German II Students will use the communicative approach to reinforce and expand their linguistic skills through integrated and interactive practice in reading, writing, listening and speaking. Students will also continue to work on their intercultural learning skills. Prerequisites: German 12 with B or GERM 2200 or assessment by instructor


JAPN 2200 – Intermediate Japanese I Students will build on previously acquired listening, speaking, reading, and writing skills. They will further develop intercultural communication skills and increase their understanding of modern Japanese culture. Prerequisites: JAPN 1101 or assessment by instructor JAPN 2201 – Intermediate Japanese II Students will build on previously acquired skills and become more fluent and accurate in speech and listening comprehension. They will develop reading and writing skills while increasing their understanding of modern Japanese society and culture. Students will further develop intercultural communication skills in both social and workplace situations. Prerequisites: JAPN 2200 or assessment by instructor

MAND 2200 – Intermediate Mandarin I Students will practice and enhance the basic linguistic skills developed in Mandarin 1101 and will acquire additional grammatical structures and vocabulary for achieving intermediate proficiency in conversation, reading, writing and translation as well as further understanding of the Chinese culture and customs. Prerequisites: MAND 1101, or Mandarin 11 with B, or Mandarin 12 with C, or assessment by instructor. MAND 2201 – Intermediate Mandarin II Students will build on previously acquired linguistic skills to further the development of speaking and writing skills and the understanding of the Chinese culture. They will focus on intermediate reading, conversation, translation and composition. Prerequisites: Mandarin 2200, or Mandarin 12 with B, or assessment by instructor.

PUNJ 2200 – Intermediate Punjabi I Students will use the communicative approach to review and expand their knowledge of basic Punjabi grammar. They will continue to develop oral, listening, reading, and writing skills at the intermediate level while further exploring the Punjabi culture. Prerequisites: Punjabi 11(B) or Punjabi 12 or PUNJ 1101 or assessment by instructor PUNJ 2201 – Intermediate Punjabi II Students will use the communicative approach to review and expand their knowledge of basic Punjabi grammar. They will continue to develop oral, listening, reading, and writing skills at the intermediate level and be introduced to idioms, proverbs and simple folk tales of Punjab. Prerequisites: Punjabi 12 (B) or PUNJ 2200 or assessment by instructor SPAN 2200 – Intermediate Spanish I Students will develop reading and writing skills while further exploring the Hispanic culture. They will converse exclusively in Spanish during class time. Prerequisites: SPAN 1101 or Spanish 11 with B or Spanish 12 with a C or assessment by instructor


SPAN 2201 – Intermediate Spanish II Students will continue to develop reading and writing skills while further exploring the Hispanic culture. They will converse exclusively in Spanish during class time. Prerequisites: SPAN 2200 or Spanish 12 with B or assessment by instructor SPAN 2205 – Writing & Oral Skills for Spanish Speakers Students possessing a native or near-native command of oral Spanish and/or an upper intermediate level of the language will consolidate their knowledge of Spanish with a special focus on writing the language formally (i.e. spelling, orthography and punctuation, expanding vocabulary at formal registers, and broadening the range of topics used in written and oral expression). Students will gain writing skills in a simple but formal and clear style. They will also increase their awareness of the diversity of Spanish spoken in different Spanish-speaking cultures. Prerequisites: SPAN 2201, native or near-native oral command of Spanish, or assessment test Span 2500 – Spanish oral Skills* Students will develop oral skills and improve their aural comprehension at the intermediate level of proficiency. The course will provide students with stimuli for oral production and will give them the opportunity for face-to-face conversations through role-playing. Students will also enrich their Spanish vocabulary through structured and meaningful practice. Prerequisites: Span 2201 or assessment by instructor LING 2110 – Sounds of the World* Students will investigate the nature and organization of human sound systems. The course provides a theoretical and practical introduction to a broad range of human speech sounds from an articulatory and acoustic point of view, including tone, intonation, stress, and duration. As a focal part of the course, students will do practical work in analyzing data from various languages: they will practice the production and recognition of sounds, learn to record sounds with phonetic symbols, and practice reproducing the sounds of selected languages. They also examine how sounds are arranged into linguistic systems. The special focus of the course will be on the non-English sounds present in the languages taught in MODL. Prerequisites: LING 1100 LING 2120 – Grammatical Patterns in Language Students will examine the principles that govern the way that words are created and organized into sentences, and how the meanings of words and sentences are interpreted. They will investigate the systems that underlie the organization and structure of natural languages and apply these principles to the description and analysis of individual languages. Students will evaluate and analyze data from a variety of languages around the world. Prerequisites: LING 1100


LING 2300 – Language in Society Students will examine the relationship between language and culture in past and present societies. They will analyze variation in language based on region, social class, gender, and age. Students will study contact and conflict between languages and look at different kinds of language policies enacted throughout the world. Students will also investigate how cultural attitudes and expectations and group attachments affect language usage. Prerequisites: LING 1100 or LING 1300 LING 2400 – First and Second Language Acquisition Students will study processes and issues associated with a child learning a first language and an adult studying a second language. Topics will include the acquisition of vocabulary, grammar and pronunciation. Students will become familiar with normal language development and review fundamental questions in current theoretical models. Prerequisites: LING 1100


FREN 3300 – Upper Intermediate French I Students will consolidate the foundations established in earlier courses and will increase proficiency in all language skills at an upper-intermediate level. They will focus on complex grammatical structures and specialized vocabulary. Students will read and discuss the works of Francophone writers and journalists, as well as analyze contemporary Francophone movies. Prerequisites: FREN 2201 (formerly FREN 1106) or French 12 immersion or assessment by instructor

FREN 3301 – Upper Intermediate French II Students will further consolidate the foundations established in earlier courses and increase proficiency in all language skills at an upper-intermediate level. They will continue their advanced study of complex grammatical structures and specialized vocabulary. They will read and discuss the works of Francophone writers and journalists, as well as analyze contemporary Francophone movies. Prerequisites: FREN 3300 (formerly FREN 1110) or assessment by instructor

FREN 3305 – French through the Media Students will enhance their knowledge of written and spoken French and will develop their understanding of contemporary Francophone societies through discussions and analyses of current political, economic, scientific and cultural events as covered in French language mass media. Prerequisites: FREN 2201 (formerly FREN 1106) or assessment by instructor

FREN 3310 – Great Francophone Cities* This is a student-directed course in which learners will select and research different francophone cities of cultural importance. For each city, learners will have to create a website with a comprehensive presentation of its historical, geographical, and cultural features. Prerequisites: FREN 3301 or assessment by instructor


FREN 3361 – Cross-Cultural Conversation* Learners will research the history and socio-cultural practices of different francophone regions. They will then engage in in-depth conversations with university students from those studied regions. These conversations will be developed through an online student exchange tool such as the MIT Cultura Project. Prerequisites: FREN 3301 FREN 3600 – French for Future and Present French Teachers* This course is designed for non- Francophone present and future French teachers who will be given the opportunities to develop competence and confidence in their communicative and writing skills, especially in the classroom. It will enable the students to master the grammatical structures and vocabulary of the French language which are necessary to express opinions both in writing and orally, and to be able to participate in discussions in a convinced manner. The aim of this course is to develop the four skills of listening, speaking, reading and writing French; for those reasons, classes will be conducted entirely in French. Prerequisites: French 2201 or placement test FREN 3350 – Introduction to Modern Quebec Literature and Culture* Students will study Québec culture and literature through the analysis of music, cinema, art and language. The students will understand and value the essential role of the Modern Quebec literature in the evolution of the Province of Quebec as a distinct and unique society in Canada. The course will also familiarize students with important social and historical events in Québec society (e.g. referendums about separation of the Province), in order to facilitate a better comprehension and appreciation of Québec literature and culture. Prerequisites: FREN 2201 or equivalent or permission of the instructor FREN 3400 – Introduction to French Modern Literature* Students will study French literature of the 20th and 21st centuries and explore literary movements, trends, and genres: fiction, poetry, prose, and theatre such the theatre of the absurd, the existentialism, the nouveau roman, and postmodernism (Sartre, Beauvoir, Camus, Prévert, Ionesco, etc.). The course will expose and examine the linguistic and discursive specificities of the French modern literature. It will also introduce important issues like colonialism and nationalism as well as the place of French writers in the new European cultural reality. Prerequisites: FREN 2201 or equivalent or permission of the instructor GERM 3300 – Introduction to German Culture through Film See CUST 3300


JAPN 3300 – Upper Intermediate Japanese I Students will develop their proficiency in a variety of contexts with written and spoken Japanese to an upper-intermediate level. They will focus on complex grammatical structures and specialized vocabulary. Students will identify aspects of Japanese culture reflected in the language they learn. They will be introduced to strategies for becoming independent language learners. Prerequisites: JAPN 2201 or assessment by instructor

JAPN 3301 – Upper Intermediate Japanese II Students will extend their proficiency in a variety of contexts with written and spoken Japanese at an upper-intermediate level. They will further explore complex grammatical structures, particularly those related to levels of formality, and will focus on expanding specialized vocabulary and analyzing aspects of Japanese culture reflected in the language they learn. Students will be encouraged to use strategies for directing their own learning. Prerequisites: JAPN 3300 or assessment by instructor

JAPN 3310 – Japanese Culture and Business See CUST 3310

JAPN 3320 – Japanese Culture through Film See CUST 3320

MAND 3300 – Mandarin for Speakers of Other Chinese Dialects I Students will learn Mandarin phonetics (including its Pinyin spelling system) and will study the differences between Mandarin and other Chinese dialects in terms of pronunciation, grammar, diction and character writing. They will develop communicative competence in conversational Mandarin through a set of practical situations. Students need to have basic reading and writing skills in the Chinese language to take this course. Prerequisites: None. However, students should contact the instructor for assessment if they are not sure of their level.

MAND 3301 – Mandarin for Speakers of Other Chinese Dialects II Students will review Mandarin phonetics (including the Pinyin spelling system) and study a variety of writings and discourses. They will further develop and refine their aural comprehension and oral fluency in Mandarin Chinese. Prerequisites: MAND 2201 or 3300 or assessment by instructor.

MAND 3310 – Upper Intermediate Mandarin: Reading and Writing I Students will use a communicative approach to reinforce and expand their reading, writing, listening and speaking skills at the upper intermediate level with a special focus on the first two linguistic skills. They will study more complex grammatical structures and vocabulary as well as a variety of topics on social and cultural issues. They will achieve upper intermediate proficiency in both reading and writing in various social and cultural contexts. Students with a competence in the language beyond the level of the course in which they are registered may be required to withdraw. Prerequisites: MAND 2201 or MAND 12 with an A or assessment by instructor


MAND 3311 – Upper Intermediate Mandarin: Reading and Writing II MAND 3311 is a continuation of MAND 3310. Students will use a holistic approach to develop their reading, writing, speaking and listening skills of the Chinese language at the upper intermediate level with a special focus on the first two linguistic skills. They will consolidate their language knowledge with more complex grammatical structures, phrases and idioms. Students will gain more writing skills with various forms in Chinese social and cultural contexts. They will achieve upper intermediate proficiency in both reading and writing with more sophisticated skills and advanced usages. Prerequisites: MAND 3310 or assessment by instructor

MAND 3312 – Chinese Culture through Film Students will acquire an authentic Chinese language and culture experience through viewing and analyzing selected Chinese films. They will use visual scenarios to improve their communication skills in Mandarin and to enhance their understanding of the Chinese culture. This course is conducted in Mandarin. Prerequisites: Mandarin 12 with A or MAND 2201or higher or assessment by instructor

PUNJ 3300 – Canadian Punjabi Literature Students should have an intermediate knowledge of Punjabi in order to take this course as the language of instruction will primarily be Punjabi. Students will reinforce and expand their linguistic skills through a study of Canadian Punjabi literature in a variety of forms, including poetry, short stories, plays and various forms of nonfiction (magazine and newspaper articles). They will do so through integrated and interactive practice in reading, writing, listening and speaking. Students will also continue to work on their intercultural learning skills. Prerequisites: Punjabi 2201 or assessment by instructor

PUNJ 3310 – Introduction to Punjabi Literature to 1947* Students will look at major works of Punjabi literature in the original form, pre 1947. It will include a look at early poetry (Bulleh Shah, Waaris Shah, Sheikh Farid) and early Punjabi narratives (janamsakhis). Works by major authors from the 19th and early 20th centuries will also be examined (Bhai Vir Singh, Nanak Singh, Amrita Pritam, Dhani Ram Chatrik). Themes of union with God, the experience of women and the experience of common man and the poor are examined. Works exploring nationalism and feelings of patriotism are also especially strong during this period prior to Indian independence. Prerequisites: PUNJ 2201 or assessment by instructor

PUNJ 3320 – Introduction to Punjabi Literature post 1947* Students will look at major works of Punjabi literature, post Indian independence, in the original form. Post Independence literature can be divided into 3 areas; Western Punjab (Pakistan), Eastern Punjab (India) and the Diaspora. Included will be works from writers such as Mir Tanha Yousafi, Ajeet Cour, Dalip Kaur Tiwana, Shiv Kumar Batalvi, Pash, Sadhu Binning, and Amarjit Chandan. Themes examined will include the rediscovery of Punjabi identity and language, cultural patriarchy, socialist themes of revolution, and the cross cultural experience of Punjabi immigrants. Prerequisites: PUNJ 2201 or assessment by instructor


PUNJ 3330 – Punjabi Culture through Film* See CUST 3330 SPAN 3310 – Advanced Spanish Conversation through Film Students will expand their conversational proficiency through the understanding of and appreciation for Spanish-speaking cultures and communities around the globe. Students will combine language and culture through the study of popular films as rich sources of cultural information. Students will be exposed to content-based communicative language learning to acquire advanced Spanish conversational skills in meaningful contexts. Prerequisites: SPAN 2201 or 2205 or Assessment Test SPAN 3320 – Advanced Spanish Reading and Writing Students will improve literary reading skills and advanced writing in Spanish. They will review complex grammar structures used in literary texts from different Spanish-speaking authors. Students will be provided with the necessary tools to enhance their vocabulary and to think critically and analytically about what they read and write in Spanish. They will write factual, expository, argumentative, and narrative essays. Prerequisites: SPAN 2201 or SPAN 2205 or Assessment Test SPAN 3600 – Spanish for Business* This course is designed to familiarize students with basic Spanish business vocabulary, communication and writing techniques as encountered in business situations. Emphasis is given to discourse analysis business correspondence and oral presentation, especially in the light of the new economical agreements Canada have with Mexico and South America. Students are introduced to authentic Spanish materials from the Internet, novels, newspapers or magazine articles, or a journalistic essay related to the world of business in Spanish-speaking countries. Prerequisites: SPAN 2201 or Span 2205 or Assessment Test LING 3400 – Multilingualism* Students will examine the linguistic and psycholinguistic aspects of bi- and multilingualism. At the level of the individual, they consider the linguistic abilities in multilinguals, constraints on mixing and code-switching, the organization of the multilingual lexicon, language processing in multilinguals, and language attrition. They also study the structure of multilingual societies and the relation between societal and individual multilingualism. Finally, they reflect on the role of multilingualism in education, and look at different models of bi- and multilingual education. Prerequisites: Ling 2300 & 2400 LING 3510 – Writing Systems of World Languages* Students will investigate different writing systems around the world: their origins and historical development, their relationship to language, their role in culture and society, and the differences among logographic, syllabic, abjad and alphabetic systems. Prerequisite: LING 2300


LING 3425 (now PHIL 3425) – Language and Meaning* Students will examine the nature of language through the study of topics such as truth, reference, meaning, linguistic structure, speech acts and context of use. Prerequisites: 18 credits of 1100 level courses or higher including any 3 credits of PHIL or permission of instructor. PHIL 1150 is recommended. (to be cross-listed from Philosophy) CUST 3300 – Introduction to German Culture through Film Students will view subtitled German films and read excerpts in translation from works of Germanic historiography, philosophy, psychology, and sociology, which highlight the key issues in the cultural history of the German-speaking countries. They will then apply critical reading, viewing, and writing strategies as they examine and evaluate the central concepts and themes used to organize Germanic cultural history, as well as the ways in which textual and visual media create, enforce, and challenge these assumptions. Prerequisites: (ENGL 1100) and (one of ENGL 1202, ENGL 1204, CRWR 1100, FINA 1100, FINA 1121) and (3 credits from any 2000-level course or higher) CUST 3340 – The Graphic Novel as Cultural Practice and Product This course critically evaluates the graphic novel as cultural product and practice. Students will examine the unique manner in which the comic medium communicates and be encouraged to analyze examples rigorously in both formal and narrative terms. Students will respond by means of ongoing forum posting, short formal analytic response papers and a creative term project suiting each student's individual interests and talents. Prerequisites: (ENGL 1100) and (one of ENGL 1202, ENGL 1204, CRWR 1100, FINA 1100, FINA 1165, FINA 1167) and (3 credits from any 2000-level course or higher) CUST 3310 – Japanese Culture and Business Students will explore the role and characteristics of business in Japan and the powerful influence of business on contemporary Japanese culture. First, they will follow the development of industry and business in Japan from the beginning of the Edo Period until the end of the Second World War. Then students will examine the remarkable recovery and development of Japan’s postwar economy that culminated, in 1980s and 90s, in theories and stereotypes relating to the concept of a unique Japanese business style. Finally, students will examine changes in the Japanese economy since the bursting of Japan’s “economic bubble” in the mid 1990s and the effects of these changes on business, society and culture today. Students will read texts as well as current articles in newspapers (such as the Wall Street Journal or The Daily Yomiuri (English edition), journals and magazines (such as The Economist), and watch movies and documentaries in order to explore a broad range of topics, from the role of business in Japan’s international relations to its effects on the lives of individual Japanese and their environment. Students may earn credits for only one of JAPN 3310 and CUST 3310 as they are identical courses. The course will be conducted in English. Prerequisites: 30 credits of 1100-level courses or higher


CUST – 3320 Japanese Culture through Film Students will deepen their understanding of contemporary Japanese art and culture by viewing important post-war Japanese movies. They will focus on influential directors and characteristic genres, including but not limited to comedies, samurai epics and anime [animation]. Students will view a variety of works (in English or Japanese with English subtitles), discuss important themes and cultural references, and connect these movies to the broader Japanese culture, especially youth culture. They will observe how movies both make and question “culture” and, in turn, how culture determines the content of movies and their popular success. Students will read works by critics who examine various characteristics of Japanese culture, especially its “visual bias”, evident in arts ranging from Japanese writing (Kanji) and wood-block prints (ukiyo-e) to contemporary movies, magazines, commercials, and fashion. Students will also identify the contributions of Japanese film to international “movie culture” and discuss, more generally, the importance of visual media in the post-modern, post-literate, non-rhetorical age of film, television and the Internet. Finally, they will consider how the increasing success of Japanese animation in foreign markets might contribute to Japan’s cultural integration into the global community and discuss the future of post-modern technological societies. Students may earn credits for only one of JAPN 3320 and CUST 3320 as they are identical courses. The course will be conducted in English. Prerequisites: 30 credits of 1100-level courses or higher

CUST 3330 – Punjabi Culture through Film* Students will examine Punjabi culture and society through Punjabi film. They will investigate the ways in which Punjabi history and culture are depicted in film, including issues like, gender, caste, honour, family, nationalism versus regionalism/communalism, and globalization. Students will also study several films made by Punjabi filmmakers in the diaspora. Prerequisites: ENGL 1100, 1202 or 1204 and 60 credits of 1st and 2nd year courses


FREN 4101 – Autobiographical Representations* Learners will study different types of expressions used to represent the remembered past (film, photography, essays, autobiographical narratives, plastic arts...), as well as basic autobiography theories in order to establish the porous borders between truth and fiction. In parallel to their explorations of autobiographical representations, learners will have to create their own autobiographical representation. This semester-long project has no format requirement, so long as it is the product of a deep exploration of what it means to represent the past. Each project will have to be accompanied by an analysis of the process of making one’s own autobiographical representation. Prerequisites: FREN 3301


GERM 4200 – 20th Century German Literature in Translation* Students read and discuss selected works against the background of literary, social, and political developments in twentieth-century Germany with special emphasis on plays and novels dealing with the First World War and Nazism. Students will respond to works by means of ongoing forum posts, formal short response papers, a midterm exam and term paper. (Justifications for other forms of final project will be considered.) Prerequisites: (ENGL 1100) and (one of ENGL 1202, ENGL 1204) and (3 credits from any 2000-level course or higher) *GERM 1100 and 1101 are strongly recommended

JAPN 4400 – Advanced Japanese I: Conversation Students will expand their proficiency in a variety of social and academic contexts with spoken Japanese at an advanced level. They will refine their knowledge of Japanese oral communication skills, including complex grammatical structures and specialized vocabulary, as well as analyze aspects of Japanese culture reflected in the language they learn. They will further develop discourse and sociolinguistic competence through a variety of activities using authentic materials in the popular media. Students will also learn how to utilize texts and written work in support of their developing oral skills. Prerequisites: JAPN 3301 or assessment by instructor

JAPN 4401 – Advanced Japanese II* This course is designed for students who wish to advance their reading and writing skills in Japanese at an advanced level. Students will strengthen their reading and writing skills as well as critical thinking skills through reading, analyzing, and discussing literary texts and writing summaries and analytical essays. They will also write well-prepared academic essays and a research paper. Although this course focuses on reading and writing, students are expected to discuss their ideas in small groups and present their ideas orally in class. Prerequisite: JAPN 3301 or assessment by instructor

JAPN 4435 – Japanese for Business* This course is designed to help students prepare for careers in business (trade and commerce). Language and intercultural skills will be taught in the context of Japanese business environments. This course will be suitable for students of business majors and for others who seek employment in Japanese firms. Prerequisites: JAPN 3301 or assessment by instructor

MAND 4321 – Business Chinese I MAND 4321 is an advanced Chinese language course designed for students who are interested in doing business in Chinese-speaking communities (including China, Taiwan, Hong Kong, and Singapore). Students learn specialized business and economic vocabulary and conventions of business interaction and correspondence. Practical business-focused reading, writing, discussion, and presentation will be organized to build up students’ comprehensive abilities as a preparation to participate in various business activities and to deal with different business documents. Prerequisites: MAND 3300 or higher or permission of the instructor


MAND 4323 – Business Chinese II MAND 4323 is a continuation of MAND 4321, an advanced Chinese language course designed for students who are interested in doing business in Chinese-speaking communities (including China, Taiwan, Hong Kong, and Singapore). Students learn specialized business and economic vocabulary and conventions of business interaction and correspondence. Practical business-focused reading, writing, discussion, and presentation will be organized to build up students’ comprehensive abilities as a preparation to participate in various business activities and to deal with different business documents. Prerequisites: MAND 4321 or equivalent or permission of the instructor

MAND 4481 – Modern Chinese Literature I A reading-intensive introduction to modern Chinese literature from 1900 to the present, with a focus on fiction. Prerequisites: MAND 3300 or higher or permission of the instructor MAND 4483 – Modern Chinese Literature II Continuation of MAND 4411. A reading-intensive introduction to modern Chinese literature from 1949 to the present, with a focus on fiction. Prerequisites: MAND 4481 or equivalent or permission of the instructor PUNJ 4500 – Punjabi Culture through Popular Media* See CUST 4500

PUNJ 4200 – Punjabi Literature in translation* See CUST 4200

SPAN 4100 – Academic Spanish* Students will be exposed to oral and written forms of texts in Spanish at an academic level. They will expand their knowledge or reading, writing and speaking in Spanish driven by academic purposes. Prerequisite: SPAN 3310 or SPAN 3320 or Assessment Test

LING 4410 – Linguistic Theory and Second Language Learning* Students will critically analyze linguistic theory and description applied to second-language learning. They examine current issues in the acquisition of additional languages; factors influencing success in acquiring a second or additional language, discourse and culture, such as the learning process, the role of learning strategies, and the influence of first language. Prerequisite: LING 3400

LING 4600 – Language of the Year* Students will examine the linguistic structure of a selected language in detail. They learn about the phonology, morphology, syntax and semantics of the language. Other topics to be discussed may include: the writing system, historical changes, sociolinguistic variation, and the relationship between language and culture. Prerequisite: LING 2100 and 2200 and relevant language including 2101


LING 4300 – Anthropological Linguistics* Students will study anthropological methods and techniques of describing and analyzing languages, and the sociocultural aspects of language use. Main topics addressed in the course include but are not restricted to the nature of language and communication, the organization of communicative behaviours, linguistic diversity and relativity. Prerequisite: 30 credits of 1100-level courses or higher, or permission of the instructor

*LING 1100, 1101 and ANTH 1100 are strongly recommended. CUST 4520 – Translation Studies: Translating Language and Culture* This course introduces students to the major approaches to translation. It will explore a critical discussion of recent and current thinking of translation, including theoretical and empirical research with emphasis on the cross-cultural and interdisciplinary aspects of research on translation and intercultural communication. This course will be attractive to students with an interest in translation and interpretation as well as in world literature, and provide them with opportunities to examine how translating ideas helps to shape and reshape cultural norms and values. Students will discuss social and political implications arising from translating language and culture. Prerequisite: 30 credits of 1100-level courses or higher, or permission of the instructor

CUST 4500 – Punjabi Culture through Popular Media* Students will examine Punjabi culture and society through the medium of popular media, including teleserials, and Punjabi (especially Bhangra) songs and music videos. They will investigate the ways in which Punjabi history and culture are depicted in film, including issues like, gender, caste, honour, family, nationalism versus regionalism/communalism, and globalization. Students will also study several films made by Punjabi filmmakers in the diaspora. Prerequisites: English 1100, 1202 or 1204 and 60 credits of first and second year courses.

CUST 4200 – Punjabi Literature in translation* Students will look at some major works of Punjabi literature in translation from early Punjabi poetry (Waaris Shah, Sheikh Farid) and early Punjabi narratives (janamsakhis) to modern day poetry and short stories (including Amrita Pritam, Ajeet Cour, Gurdial Singh, Surjit Pattar). Students will also examine issues of gender, honour, family, caste, immigration and political unrest. Prerequisites: English 1100, 1202 or 1204 and 60 credits of first and second year courses.

CUST 4101 Cultural Hybridity in Latin America and the Caribbean* Students will study the concept of transcultural dialogues applied to cultural practices in Latin America and The Caribbean. Main topics addressed in the course include but are not restricted to popular religious groups, magic, transgressive languages, and local forms of cultural representation. Prerequisites: None

* Indicates a new course.


Appendix B – Registration counts 2006-2011

KWANTLEN POLYTECHNIC UNIVERSITY

YEAR 2006-07 – 2010/11 REGISTRATION

MODL COURSES 1100 AND UP

YEAR COUNT

2006-07 1759

2007-08 1608

2008-09 1844

2009-10 2049

2010-11 1927


Appendix C – Field School Studies Abroad

1. Japan field school The first Japan field School was offered for six weeks in May/June 2010 in three cities--Nagoya, Kyoto, and Tokyo. Two courses (Cultural Studies 1200 and Japanese 1101) were offered, and two faculty members accompanied the students. After two weeks of intensive instructions on home campus, students resumed their studies in Japan for three weeks. Students immersed themselves in the Japanese-speaking environment, interacting with Japanese students and local people through a variety of activities. In addition to class time, students had opportunities to:

take lectures about Japanese culture offered by host universities

have language partners (Japanese university students from host universities) and socialize with them

visit a pottery studio and create their own ceramics

visit an elementary school, give presentations in Japanese about Canada, and interact with pupils over school lunch

homestay with Japanese host families for 3 days

go on fieldtrips to various sites that are historically and culturally significant

After the Japan Field School, a survey was distributed among participants for their feedback. Their feedback was positive and encouraged us to continue offering a Field School overseas

1.1 Japan field school brochure

Learn | Travel | Be Inspired

Field School in

Japan

May 10 – June 14, 2010

| Japan: Land of the Rising Sun |

Experience a country where tradition meets modernity. Adopt a unique learning perspective as you study Japanese history and tradition by participating in a traditional tea ceremony, calligraphy lessons and visit key historical sites. Learn about business and manufacturing in Japan as you tour the Toyota Motor Corporation. Bright lights, high tech gadgetry, temples, community festivals, and traditional food are among the many sights and sounds that attract over 6 million visitors to Japan per year. During this five week field school, travel, learn and explore Nagoya, Kyoto and Tokyo as part of your language and cultural studies.


| Learn | Travel | Be Inspired |

Learn Japanese language and culture this summer in a unique, field school with your fellow classmates. Travel and expand your horizons as you engage in hands on learning, interacting with locals and students of Kwantlen partner institutions, Nagoya Gakuin University and Ryukoku University. Be inspired by the beauty and splendor of ancient and modern Japan as you visit historical sites, and major tourist attractions.

Kwantlen is proud to introduce a five week field school in Japan that will provide a remarkable experience that focuses on:

Japanese language

Japanese culture

| Program Highlights |

Japanese language and culture courses at an accelerated pace

Program includes 3 weeks of language and cultural studies in Japan

Opportunities for interaction with Japanese students

Opportunity to experience Japanese culture through a weekend homestay

| Earn Credit |

Earn credits toward your program as you have the option of registering for up to 6 credits:

CUST 1200 Introduction to Contemporary Japanese Society and Culture (3 credits)

JAPN 1101 Basic Japanese II (3 credits)

JAPN 1100 (Basic Japanese I) may also be offered if there is interest from students.

| Program Overview |

The course begins on May 10 with seminars at Kwantlen. On May 21, you will depart for Japan for three full weeks. During this time, there will be seminars, campus orientations, field trips and complete class projects. Courses will be delivered by Kwantlen instructors in Canada and while abroad, in Japan. All field trips and transportation within Japan are included as part of the program cost. Accommodation will be a combination of university residence, traditional Japanese hotels, and a weekend family homestay.

Department of Modern Languages

kwantlen.ca/humanities/modern_languages

CONTACT INFORMATION

For more information, please contact: Andrea Reynolds International Mobility Coordinator 604.599.2603 [email protected]

www.kwantlen.ca/exchange


Field School Itinerary:

Week 1

Classes Kwantlen

Week 2

Classes at Kwantlen

Depart for Nagoya

Week 3

Classes at Nagoya Gakuin University

Field Trips around Nagoya

Week 4

Travel to Kyoto

Classes at Ryukoku University

Field trips around Kyoto

Week 5

Classes at Ryukoku University

Field trips around Kyoto

Travel to Tokyo

Week 6

Depart for Vancouver

| Eligibility Requirements |

Students of all disciplines, in particular, those studying Humanties, Social Sciences and Business related programs, are invited to participate in this field school. Students should be in good academic standing and have completed JAPN 1100 or permission from the instructor if they wish to enroll in JAPN 1101. A completed application form including a statement of interest and a non-refundable deposit of $250 should be submitted by March 31, 2010 4:30pm.

| Why Should I Go? |

To experience Japan in an intensive and in-depth way

Gain valuable learning experience with an international scope

Make the world your classroom

Earn credit towards your program

| Program Fee |

The cost for this program is $2500.00 and includes accommodation, field trips, activities, in-country transportation, and some meals.

Tuition, airfare and personal expenses are not included in the cost.

2. French/German field school

The France/Germany Field School offers Kwantlen students the unique opportunity to engage in intensive study of both French and German, or either independently, in Paris and Berlin, two of Europe’s most important cultural and historical capitals. The innovative curriculum involves both cultural and language immersion and allows students to earn up to 12 Kwantlen credits in the Modern Languages Program. Students spend two weeks on the home campus (per language) intensively preparing for the experience, then travel to Europe for between 2 and 4 weeks of task-based, functional language and cultural immersion. Students will learn with Kwantlen French and German faculty, with native faculty provided by Kwantlen’s Paris and Berlin partner institutions, as well as with students from these institutions. The curriculum is supported by an innovative, interactive website, which will allow students to post evidence of their learning experiences as these occur by means of file sharing and blogging. Interaction with native Parisians and Berliners will be stressed, as well as creativity and fun.


France Field School 2011 www.kwantlen.ca/exchange/field_schools

PARLEZ-VOUS FRANCAIS? Ever wanted to see the Eifel Tower, sit in a French café or stroll down the Champs-Elysées? Now you can, all while earning credit toward your degree! Join Kwantlen’s France Field School and broaden your global perspective by experiencing the French culture and language first hand with your fellow classmates and Kwantlen faculty.

COURSES OFFERED? FREN 1100 and FREN 3300

SCHEDULE? May 2-12, 2011 Classes at Kwantlen

May 16-26, 2011 Classes and field trips in France

HOW MUCH? The program fee for the Field School is $2000 not including flight, tuition, and personal expenses.

WHY NOT GO TO GERMANY TOO!? Our France and Germany Field Schools have been set up to allow students to participate in both. Students in the France Field School who decide to also join the Germany Field School (info below) would simply continue on to Germany after their time in France.

APPLICATION DEADLINE? January 31st, 2011

2.1 French field school brochure

CONTACT INFORMATION

Olivier Clarinval, French Instructor 604.599.2544, [email protected] Andrea Reynolds, Int’l Mobility Coordinator 604.599.2603,

[email protected]


German Field School 2011 www.kwantlen.ca/exchange/field_schools

ICH BIN EIN BERLINER You might not be a Berliner but you do have the opportunity to go to Berlin! Visit Germany and this historical city where the past and present collide. Rather than just reading about it, you can actually go there, experience it first hand, and earn credit toward your degree all at the same time! Join Kwantlen’s Germany Field School and travel and learn alongside your fellow classmates and Kwantlen faculty.

COURSES OFFERED? GERM 1100-2200 and CUST 3300

SCHEDULE?

May 2-12, 2011 Classes at Kwantlen

May 30-June 9, 2011 Classes and field trips in Germany

HOW MUCH? The program fee for the Field School is $2000 not including flight, tuition, and personal expenses.

WHY NOT GO TO FRANCE TOO!? Our France and Germany Field Schools have been set up to allow students to participate in both. Students in the Germany Field School who decide to also join the French Field School (info above) would take part in the France trip and would continue on the Germany afterwards.

APPLICATION DEADLINE? January 31st, 2011

2.2 German field school brochure

CONTACT INFORMATION

Jason Lieblang, German Instructor 604.599.2544, [email protected] Andrea Reynolds, Int’l Mobility Coordinator 604.599.2603,

[email protected]


3. Chile field school

Every June, Kwantlen students will have the opportunity to engage in intensive study of Spanish and Chilean culture at Kwantlen Partner institution INACAP University in beautiful Santiago, the capital of Chile. Students will earn up to 6 credits in the Modern Languages Program, 3 credits in Spanish and 3 credits in Cultural Studies. The curriculum is taught by INACAP faculty and involves a combination of lectures and field trips. 3.1 Chile field school brochure


Appendix D – Faculty Profiles

Arthur Allan Bailey – Faculty Profile

ACADEMIC SUMMARY

1999 Ph.D. (Curriculum and Instruction), University of British Columbia. Thesis: Misunderstanding Japan: language, education and cultural identity

1993 M.A. (without thesis, Japanese Literature, Asian Studies, course work transferred to Ph.D. studies), University of British Columbia

1978 M.A. (English Literature), Simon Fraser University. Thesis: Anarchy and the Gothic Novel: a study of Charles Robert Maturin’s ‘Melmoth the Wanderer’

1975 B.A. (English Literature, Minor in Sociology), Simon Fraser University

PROFESSIONAL EXPERIENCE Administrative Positions 2006 -2007 Associate Dean, UBC/Ritsumeikan Academic Exchange Programme, University of British

Columbia 1992 -1995 Director of College Studies and Vice Principal of the High School, Richmond International

High School and College

TEACHING EXPERIENCE

2008 – present Faculty for Japanese culture, Kwantlen Polytechnic University 2006 – 2007 Instructor, Geography of Japan, University of British Columbia 1995 – 2007 Full Professor, Department of English, College of Business Administration, Ritsumeikan University, Kyoto 1992 – 1993 Part-time Instructor, English, Adult Education, Culture and Communication, University College of the Fraser Valley 1991 – 1992 Teaching Assistant for Japanese Language courses, University of British

Columbia 1987 – 1991 Full-time Instructor, Department of International Culture, Aichi Gakuin

University, Nagoya, Japan 1989 – 1991 Part-time Instructor, English Literature, Kinjo University, Nagoya, Japan 1990 – 1991 Part-time Instructor, English as a Foreign Language, Sugiyama University,

Nagoya, Japan 1986 – 1987 Part-time Instructor, English as a Foreign Language, Edogawa Women’s College,

Tokyo, Japan 1983 – 1984 Part-time Instructor, High School English for “returnees”, Osaka Jogakuin High

School, Osaka, Japan 1979 – 1982 English as a Foreign Language, Tezukayama Women’s College, Nara, Japan 1979 – 1982 Part-time Instructor, English as a Second Language, Vancouver Community

College, Vancouver 1978 – 1986 Full-time English Instructor, Columbia College, Vancouver


COURSES TAUGHT Kwantlen Polytechnic University: Introduction to Japanese Culture; Japanese Culture through Film; Japanese Culture through Business At the other institutions listed above, courses taught have included: EFL; ESL; Creative Writing; Japanese as a Foreign Language; The English Novel; The Japanese Novel; Geography of Japan; Intercultural Communications; High School English; Academic Writing CURRICULUM DEVELOPMENT 2011 Japanese Culture through Prose Fiction, Kwantlen Polytechnic University 2009 Japanese Culture through Business, Kwantlen Polytechnic University 2008 Japanese Culture through Film, Kwantlen Polytechnic University 2008 Introduction to Japanese Culture, Kwantlen Polytechnic University 1992 -1995 The curriculum for the College, Richmond International High School and College

AREAS OF SPECIALIZATION Japanese culture; writing; Teaching English as a Second Language; prose fiction, especially the 18th century English novel, the contemporary English novel and the modern Japanese novel AREAS OF RESEARCH INTEREST Contemporary Japanese culture; contemporary novels; history of the Roman Empire; business and culture; education and creating national and cultural identity, especially in Japan SELECTED PUBLICATIONS 1998 Misunderstanding Japan: language, education and cultural identity. Ph.D. dissertation,

University of British Columbia 1978 Anarchy and the Gothic Novel: a study of Charles Robert Maturin’s ‘Melmoth the Wanderer’. MA thesis, Simon Fraser University

LANGUAGES

Native speaker of English; native-like command of Japanese; reading knowledge of French; other languages studied: Spanish


Olivier Clarinval – Faculty Profile ACADEMIC SUMMARY 2007 Ph.D., University of Oregon 2000 M.A., California State University, Sacramento 1991 B.A., University of California, Santa Cruz TEACHING EXPERIENCE 2008-Present French and Spanish Faculty, Kwantlen Polytechnic University 2008 Visiting Assistant Professor of French, University of Oregon 2001-2007 Graduate Teaching Fellow of French, University of Oregon COURSES TAUGHT Kwantlen Polytechnic University: First-, Second-, Third-Year French; First-Year Spanish University of Oregon: French Oral Skills; French Cinema; Intensive French Grammar; Contemporary France CURRICULUM DEVELOPMENT 2009-2010 New Second-Year and Third-Year French programs 2008-2009 New First-Year French program 2005-2006 French Cinema and Contemporary France courses 2004-2005 French Oral Skills course AREAS OF RESEARCH INTEREST Language teaching methodology, Second language acquisition, Contemporary Francophone literature SELECTED PUBLICATIONS, PRESENTATIONS AND AWARDS 2009 La mémoire de l’histoire chez Proust et Benjamin. The French Review 82-5, 52-61 2006 Maurice Blanchot, The Philosophical Discourse. Translation from the French. In Ted Toadvine

(ed.), Merleau-Ponty: Critical Assessments of Leading Philosophers, Vol. 1. London: Routledge, 210-214


PROFESSIONAL AFFILIATIONS American Association of Teachers of French SERVICE TO THE DEPARTMENT AND UNIVERSITY 2009-2010 Member, MODL Curriculum Committee 2009-2010 Member, Study Abroad Liaison Committee 2009-2010 Member, Emergency Planning Advisory Committee 2008-2009 MODL Film Series LANGUAGES Native speaker of French; native-like command of English and Spanish; reading knowledge of Portuguese and Italian


RANBIR JOHAL – Faculty Profile

ACADEMIC SUMMARY 2001-2002 B.Ed. (Practicum Units in Second Language Education), University of British Columbia 1997-2001 M.A. (Asian Studies), University of British Columbia, Thesis: Where are the Women?

The Representation of Gender in the Written BhaiBalaJanamsakhi and the Women’s Oral Tradition.

1993-1997 B.A. (Asian Studies, Minor in English Literature), University of British Columbia TEACHING EXPERIENCE 2006-present Punjabi Faculty, Kwantlen Polytechnic University (previously Kwantlen University

College) 2002-2006 Teacher of Punjabi and English, Princess Margaret Secondary School, Surrey, BC Sep-Dec 2005 Extra-sessional lecturer, Modern Languages Institute, University of the Fraser Valley 2001-2002 Practicum in Elementary Education (Specialized Units in Language Arts and French) 1998-2001 Teaching Assistant, Department of Asian Studies, University of British Columbia COURSE DEVELOPMENT 2008 Punjabi 3300 – Punjabi Canadian Literature 2006 Punjabi 1101 – Introductory Punjabi II

Punjabi 2200 – Intermediate Punjabi I Punjabi 2200 – Intermediate Punjabi II

COURSES TAUGHT Kwantlen Polytechnic University: Punjabi 1100 – Introductory Punjabi I; Punjabi 1101 – Introductory Punjabi II; Punjabi 2200 – Intermediate Punjabi I; Punjabi 3300 – Canadian Punjabi Literature

University of the Fraser Valley: Punjabi 210 – Intermediate Punjabi I

AREAS OF SPECIALIZATION Punjabi Language Education for Heritage and Nonnative Speakers, Punjabi Language Education Resource Development, Punjabi Literature, Representation of Gender in Punjabi Oral Traditions

AREAS OF RESEARCH INTEREST Punjabi Theatre, Technology in Language Education, Oral Traditions

SELECTED PUBLICATIONS, PRESENTATIONS AND AWARDS

2011 Interaction Event: Multiculturalism Grant, Citizenship and Immigration Canada 2011 Coca Cola Project Funding Award, Kwantlen Polytechnic University 2011 Kwantlen Faculty 0.6 Professional Development Fund 2011 (with Dr. Anne Murphy) History of Punjabi Literature. Presented at the Punjabi Language

Education Technology Workshop, Kwantlen Polytechnic University 2011 Belonging: Theatre in the Punjabi Canadian Diaspora. Presented at the Transnational Punjabis in

the 21st Century Conference, University of the Fraser Valley 2011 Palli. Watan August 2011, 8-11. http://www.watanpunjabi.ca/august2011/article03.php 2011 The Punjabi Language and Linguicism. Presented at the Punjabi University, Patiala, India

http://www.watanpunjabi.ca/august2011/article03.php


2011 Punjabi Boli ate Linguicism: Sumusiaavan ate Hul (The Punjabi Language and Linguicism: Problems and Solutions). January 12, 2011. Chardi Kala, p. 10

2011 Canada vich Punjabi Boli (The Punjabi Language in Canada). January 15, 2011. Ajit, p. 23 2011 The Punjabi Language in Canada. Presented at Radio Akashbani Telecommunications Program,

Patiala, Punjab, India. 2010 JeetaBhaan. Watan Apr-June 2010, 10-12 http://www.watanpunjabi.ca/june2010/article09.php 2010 Methodologies in Punjabi Language Teaching. Presented at Second Languages and International

Council Conference, Alberta.

2010 Let’s Play: Games in the Language Classroom. Presented at SCOLA (Standing Committee on Language Articulation) Annual Meeting, BC.

2008 Kwantlen Faculty 0.6 Professional Development Fund 2008 Shastri IndoCanadian Institute Grant for Instruction of an Indian Language 2006 Teaching Language and Culture in Punjabi Classrooms. Presented at Surrey Association of

Teachers of Modern Languages Annual Conference. PROFESSIONAL AFFILIATIONS 2001-2011 Punjabi Language Education Association, Board Member 2008-Present Punjabi Lekhak Manch (Punjabi Writer’s Association) 2006-Present Kendri Punjabi Lekhak Sabha (Central Punjabi Writer’s Organization of North America) 2002-Present British Columbia Teacher’s Association SERVICE TO THE DEPARTMENT AND UNIVERSITY 2011 Coordinator, India Writers’ Festival. Kwantlen International Programs & Exchanges 2007- Present Member, Modern Languages Department Search Committee 2009-2011 Member, Modern Languages Department Curriculum Committee 2006-2008 Modern Languages Department Library Liaison SERVICE TO COMMUNITY 2011 Online Visual Punjabi Teaching Resource. The Greetings Fluency Initiative, Vancouver, BC 2011 Punjabi Language Education. Television Interview: The Harpreet Singh Show, Surrey 2011 The Punjabi Language and Linguicism. Radio Interview: Radio Akashbani, Patiala, India 2011 Organizer and Facilitator, Punjabi Language Education Technology Workshop, Kwantlen

Polytechnic University, Surrey 2011 Intra-Religious and Intra-Caste Relationships in the Punjab. Documentary Viewing and

Discussion, Kwantlen Polytechnic University

2010 Punjabi Language and Literature. Radio Interview. GupShup. RJ 1200 Radio, Vancouver, BC

2010-Present Essay Contest Judging Panel, Annual Celebration of Punjabi, UBC

2007 Punjabi Teaching. The Gurvinder Dhariwal Show. Radio Sher-e-Punjab, Richmond, BC.

2001-Present Coordinator of Annual Mother Language Day Celebration, PLEA, Vancouver, BC 2001-Present Coordinator of Annual Punjabi Students Jashan Celebration & Conference, PLEA,

Vancouver, BC

LANGUAGES Native speaker of Punjabi and English; native-like command of Hindi; reading knowledge of Shahmukhi Punjabi and Urdu; other languages studied: Sanskrit and French

http://www.watanpunjabi.ca/june2010/article09.php


Patrick Karsenti – Faculty Profile ACADEMIC SUMMARY 2005 M.Ed. (Spanish), León University, Spain 1984 Ph.D. Candidate (ABD, French), Sherbrooke University, Quebec 1983 M.A. (French and Cultural Studies), Sherbrooke University, Quebec 1981 B.A. (French and Cultural Studies), Sherbrooke University, Quebec TEACHING EXPERIENCE 1989-present French and Spanish Faculty, Kwantlen Polytechnic University (previously Kwantlen

University College) 1990-1991 French Instructor, Douglas College (Continuing Education) 1989-1991 French Instructor, Simon Fraser University 1989-1991 French Instructor, Fraser Valley College (now University of Fraser Valley) COURSES TAUGHT Kwantlen Polytechnic University: FREN 1100; FREN 1101; FREN 2200; FREN 2201; FREN 3300; FREN 3301; French Literature 3000; Quebec Literature 3000; French Conversation 2000; SPAN 1100; SPAN 1101; SPAN 2200; SPAN 2201 CURRICULUM DEVELOPMENT 1990-present Teaching Methodologies workshops AREAS OF SPECIALIZATION French and Quebec Language and Culture, Spanish Language

SELECTED PUBLICATIONS, PRESENTATIONS AND AWARDS 2010 (with Eric Koseff) The Student Guide to French Grammar. Pearson Education.

Editing, correcting, adding material for numerous textbooks in French and Spanish PROFESSIONAL AFFILIATIONS SCOLA


SERVICE TO THE DEPARTMENT AND UNIVERSITY 2011-present Member, Emergency Planning Advisory Committee 2010-present Developing new courses 2007-2011 Member, MODL Departmental Search Committee 2005-2009 Department Website (responsible for keeping it up to date) 2005-2008 Member, EdTech Committee 2005 Organizer, the Annual SCOLA event, Kwantlen University College 2004-2005 Union Representative for Humanities 2000-2003 Chair of the Department of Modern Languages 2000-2003 Member, Humanities Curriculum Committee 1995-1997 Responsible for organizing two field trips to Quebec and France with my students SERVICE TO COMMUNITY 1995-present Public Speech Contest (Concours d’Art oratoire) Judge with Canadian Parents for French 1999-2006 Grader, French AP exams (USA) LANGUAGES French and Spanish


Päivi Koskinen – Faculty Profile

ACADEMIC SUMMARY 1998 Ph.D. (Linguistics), University of Toronto. Thesis: Features and categories: Non-finite

constructions in Finnish 1992 M.A. (Linguistics), University of Toronto. Thesis: The Finnish impersonal passive 1986 B.A. (Linguistics with Highest Honours), Carleton University, Ontario

TEACHING EXPERIENCE 2003-present Linguistics Faculty, MODL, Kwantlen Polytechnic University (previously Kwantlen University College) 1998-2007 Extra-sessional lecturer, Department of Linguistics, University of British Columbia 1996-1998 Extra-sessional lecturer, Department of Linguistics, University of Toronto 1995-1996 Teacher of Finnish as a Heritage Language, North York Board of Education, Ontario 1987-1988 Teacher of English as a Foreign Language, NIC, Nagoya, Japan

CURRICULUM DEVELOPMENT 2011 Ling 2010 – Grammatical Patterns in Language 2009 Ling 1300 – Languages of the World Ling 2300 – Language in Society

Ling 2400 – First and Second Language Acquisition

COURSES TAUGHT Kwantlen Polytechnic University: Ling 1100 - Introduction to Language Structure; Ling 1200 - Introduction to Language Use; Ling 1300 - Languages of the World; Ling 2400 - First and Second Language Acquisition

University of British Columbia: Ling 100 - Introduction to Linguistics; Ling 101 - Languages of the World; Ling 201 - Linguistic Theory and Analysis II; Ling 305 - Morphology; Ling 300 - Studies in Grammar I; Ling 301 - Studies in Grammar II; Ling 445 - Sociolinguistics; Ling 452 - Acquisition of syntax

AREAS OF SPECIALIZATION Generative linguistics, morphological and syntactic theory, language acquisition, Finnish language

AREAS OF RESEARCH INTEREST Morphology-syntax interface, phrase structure, non-finite constructions, agglutinating languages, the morpho-syntax of Finnish, unilingual and bilingual first language acquisition

SELECTED PUBLICATIONS, PRESENTATIONS AND AWARDS Publications To appear (with S. Armoskaite) Serial verbs in Uralic languages: evidence from Finnish. Linguistic Discovery 2011 (with J. Brown) An evolutionary approach to Finnish plosives. In A. Haas and P. Brown (eds.),

Proceedings of the XIVth, XVth, and XVIth Conferences of the Finno-Ugric Studies Association of Canada. Rhode Island: Rhode Island College, 127-136

2011 (with J. Brown) On Voiced Stops in Finnish. In Linguistica Uralica 47(2), 94-102 2008 (with S. Armoskaite) Diminutive verbal suffixes in Finnish. In Proceedings of the Annual

Conference of the Canadian Linguistics Association, Susie Jones (ed.), 13 pages 2003 (edited with B. Agbayani and V. Samiian) Proceedings of WECOL 2002


1998 Features and categories: Non-finite constructions in Finnish, Ph.D. thesis. Published by Toronto Working Papers in Linguistics

Presentations 2011 The Role of Linguistics in Teaching and Learning another Language. Presented at the Annual

SCOLA meeting, Kwantlen Polytechnic University 2010 (with S. Armoskaite) Are there serial verbs in Finnish? Presented at the 17th Conference of the

Finno-Ugric Studies Association of Canada, Concordia University 2008 (with J. Brown) An evolutionary approach to Finnish plosives. Presented at the 16th Conference

of the Finno-Ugric Studies Association of Canada, University of British Columbia 2008 (with S. Armoskaite) Diminutive verbal suffixes in Finnish. Presented at the Annual Conference

of the Canadian Linguistic Association, University of British Columbia 2008 (with J. Brown) An evolutionary approach to the plosive inventory of Finnish. Poster presented

at the Annual Conference of the Canadian Linguistic Association, University of British Columbia 2008 (with S. Armoskaite) Momentary verbal suffixes in Finnish: a feature driven account. Invited talk

for the Morpho-syntax working group, University of British Columbia, May 15, 2008 Awards 1998-2001 Social Sciences and Humanities Research Council of Canada Post-Doctoral Fellowship,

held at the University of British Columbia 1996-1997 The Queen Elizabeth II Ontario Scholarship, held at the University of Toronto 1992-1996 Social Sciences and Humanities Research Council of Canada Doctoral Fellowship

PROFESSIONAL AFFILIATIONS Canadian Linguistics Association Finno-Ugric Studies Association of Canada Linguistic Association of Finland (Suomen Kielitieteellinen Yhdistys)

SERVICE TO DEPARTMENT AND UNIVERSITY 2010-present Member, Modern Languages Department Curriculum Committee 2010-2011 Member, Kwantlen EdTech Committee 2009-2011 Coordinator, Modern Languages Department Review 2008-present Member, MODL Web Committee (Public Relations and Marketing) 2008-2010 Humanities Representative, Education Leave Committee 2006-2010 Modern Languages Department Representative, Humanities Professional

Development Committee 2007-present Modern Languages Department Library Liaison 2007 Developed Linguistics Subject Guide for the Kwantlen Library

COMMUNITY INVOLVEMENT 2011 Peculiarities of the Finnish language. Presented in Honour of Kalevala Day to the

Vancouver Finnish Women’s Group, Vancouver, B.C. 2008-present Treasurer, Member of the Executive, Finno-Ugric Studies Association of Canada 2008 Understanding the morphology of your students' first languages, Professional

Development workshop, Pacific Gateway International College, Vancouver, B.C. 2007-2008 Finnish language consultant, Aliqua choral group for the CD Aliqua; Vancouver Chamber

Choir for the CD Finding the Still Point

LANGUAGES Native speaker of Finnish; native-like command of English; reading knowledge of Spanish and Swedish; other languages studied: French, German, Hebrew, Japanese and Mandarin


Jason Lieblang – Faculty Profile ACADEMIC SUMMARY 2009 Ph.D. Candidate (German), University of Toronto. Thesis: Renegotiating Masculinity in

Weimar Germany 1918-1933 (expect to defend September 2012) 2003 M.A. (German), University of British Columbia. Thesis: Arminius and German National Memory. 1998 B.A. (Philosophy and German), University of British Columbia TEACHING EXPERIENCE 2006-present German and Cultural Studies Faculty, MODL, Kwantlen Polytechnic University (previously Kwantlen University College) 2006, 2010 Teaching Assistant Instructor, German Department, University of Toronto 2005 Teacher of German as a Heritage Language, Westside German School, Vancouver 2004-2005 German Conversationalist, MODL, Kwantlen University College 2004-2005 Teacher of English as a Second Language, Seoul College, Vancouver 2001-2002 Teaching Assistant Instructor of English, Auguste Viktoria High School, Trier, Germany 2000-2003 Teaching Assistant Instructor, German Department, University of British Columbia CURRICULUM DEVELOPMENT 2010 CUST 3340 – The Graphic Novel 2007 Online GERM 2200 curriculum for voice majors 2006 GERM/CUST 3300 – German Culture through Film COURSES TAUGHT Kwantlen Polytechnic University: GERM 1100 – Basic German 1; GERM 1101 – Basic German 2; GERM 2200 – Intermediate German 1; GERM 2201 – Intermediate German 2; GERM /CUST 3300 – German Culture through Film; CUST 3340 – The Graphic Novel University of Toronto: GERM 100 – Beginner German; GERM 200 – Intermediate German University of British Columbia: GERM 100 – Beginner German AREAS OF SPECIALIZATION New media in the foreign language classroom, German cinema, Cultural Studies, Gender Studies AREAS OF RESEARCH INTEREST Videoconference pedagogy, Arminius, Popular Culture in the Weimar Republic, New German Cinema, German masculinities


SELECTED PUBLICATIONS, PRESENTATIONS AND AWARDS 2011 Wim Wenders and Peter Handke. Collaboration, Adaptation, Recomposition. Brady, Martin and

Joanne Leal. Review forthcoming in Focus on German Studies, University of Cincinnati Press. 2010 Videoconferencing a Foreign Language: towards a methodology for the divided classroom.

Presented at the Annual SCOLA General Meeting, University of the Fraser Valley 2009 Hermann: hero of the pommel horse? Presented at Germania Remembered 1500-2009

Conference, University of London, UK 2009 (with J. Kazecki) Regression versus Progression: fundamental differences in the language of

German and American posters of the First World War. In Pearl Jones (ed.), Picture This! Reading World War 1 posters, 35 pages. Published by University of Nebraska Press

2008 Reading Goethe’s early lyric for revelation of Spinozan reality. Poster presented at Spinoza

Symposium, York University, Toronto 2007, 2008 Ontario Graduate Scholarship, Government of Ontario 2007, 2008 Special Research Award, Joint Initiative in German and European Studies, University of

Toronto 2007 The Visible Man: visual representations of German masculinity 1914-1921. Presented at annual

Focus on German Studies Conference, University of Cincinnati 2005 Selling the Great War: the language of German and American posters of the First World War.

Presented at annual Cornell University German Graduate Student Conference, Ithaca, New York PROFESSIONAL AFFILIATIONS Modern Languages Association Canadian Association of University Teachers of German SELECTED SERVICE TO DEPARTMENT AND UNIVERSITY 2011-present Member, Foundations of Excellence (First-year renewal) Organization Committee 2011-present Member, Applied Critical Theory Initiative Steering Committee 2010-2011 (with Olivier Clarinval) Developed Berlin-Paris Field School 2009 Developed German Subject Guide for the Kwantlen Library 2008-2010 Member, Kwantlen Videoconference Technology Steering Committee 2006-present Member, Modern Languages Department Technology Committee LANGUAGES Native speaker of English; native-like command of German; reading knowledge of French


Sumiko Nishizawa – Faculty Profile ACADEMIC SUMMARY 2005 Ph.D. (Language and Literacy Education), University of British Columbia

Thesis: The Idea of Translation: Exploring Linguistic and Cultural Interstices in Educational Context; Supervisor: John Willinsky (School of Education, Stanford University)

1997 M.A. (Language and Literacy Education), University of British Columbia Thesis: Voices from Across Cultures: Language Socialization among College students in an English Literature Classrooms and its ESL Adjunct Course

1978 B.A. (Psychology), Japan Women’s University, Tokyo TEACHING EXPERIENCE 1997 – present Japanese Faculty, Kwantlen Polytechnic University (previously Kwantlen University

College) 2002 –2008 Lecturer, Asian Studies, University of British Columbia 2001 Sessional Instructor, ESL, Douglas College 1997 – 1999 Sessional Instructor, Modern Languages, University of the Fraser Valley 1996 – 1997 Sessional Instructor, Continuing Studies, Langara College COURSES TAUGHT Kwantlen Polytechnic University: JAPN 1100 & JAPN 1101 – Basic Japanese I & II; JAPN 2200 & JAPN 2201 – Intermediate Japanese I & II; JAPN 3300 & JAPN 3301 – Upper Intermediate Japanese I & II; JAPN 4400 – Advanced Japanese I: Conversation; JAPN/CUST 1200 – Introduction to Contemporary Japanese Society and Culture University of British Columbia: JAPN 410 & 411 – Advanced Oral Communication I & II Douglas College: Summer Intensive ESL Program University of the Fraser Valley: JAPN 101 & 102 – Japanese Language I & II

CURRICULUM DEVELOPMENT Kwantlen Polytechnic University 1997 JAPN 2200 & 2201 2009 JAPN 3300 & 3301 2011 JAPN 4400

AREAS OF SPECIALIZATION Language Education, Translation Theories and Studies AREAS OF RESEARCH INTEREST Second language acquisition, Language socialization, Socio-cultural and socio-political aspects of language, Socio-cultural issues related to translation


SELECTED PUBLICATIONS, PRESENTATIONS AND AWARDS Publications 2008 The idea of translation: Exploring linguistic and cultural interstices in educational contexts.

Saarbrucken, Germany: VDM 2005 Commentaries and Conversations on “Late Blooming Student.” In N. Gough (ed.), Transnational

Curriculum Inquiry 2, 1. 2002 Translating literature/transforming lives: An exploration of the Third Space. Journal of

Curriculum Theorizing 18, 3, 9-40.

Presentations 2004 Creating a shared space for learning about Japan and Canada through exploring literature.

Presented at the Japan Studies Association of Canada Conference, University of Victoria, BC 2003 Provoking sign: Un/canny moments as curriculum theorizing. Presented at Provoking

Curriculum, University of British Columbia 2002 Translating Translated Identity. Presented at the Changing Japanese Identities in Multicultural

Canada Conference 2002 Supporting the Socialization of Students into Canadian Classroom Culture. Presented at the BC

TEAL 2002 Annual Conference

Awards 2003 Educational Leave (September – December), Kwantlen University College 1999–2001 Social Sciences and Humanities Research Council of Canada (SSHRC) Doctoral Fellowship PROFESSIONAL AFFILIATIONS The Society for Teaching Japanese as a Foreign Language SERVICE TO THE DEPARTMENT AND UNIVERSITY Kwantlen Polytechnic University 2008–present Organized Field Schools in MODL; arranged and led Japan Field School (summer 2010) 2008–present Member, Humanities Faculty Council 2008–2010 Member, Cultural Studies Committee 2007–present Chair, Modern Languages Department 2006–present Coordinator, Modern Languages Prior Learning Assessment (PLA) 2006–present Member, Modern Languages Department Search Committee 2006–present Member, Study Abroad Liaison Committee 2006–2009 Member, Asian Studies Committee 2004–present Member, Humanities Standing Committee on Curriculum

SERVICE TO COMMUNITY 2000 – present Judge, BC Japanese Speech Contest

LANGUAGES Native speaker of Japanese; native-like command of English


Bea Pires – Faculty Profile ACADEMIC SUMMARY 1984 Diploma in Translation (German/English). University of British Columbia 1983 M.A. Simon Fraser University (English Linguistics). Thesis title: Language Maintenance and

Assimilation: the Case of Selected German-Speaking Immigrants in Vancouver, Canada 1978 B. A. / B. Ed. (Equivalent;German, French, English, Education). University of Zurich, Switzerland

LEADERSHIP TRAINING 2007 WACUBO Institute at Stanford, California. Graduate-level Institute on Executive Leadership

and Management (Stanford University) 2005-2006 Chair Academy, s’Hertogenbosch, Holland. Global Academy for Leadership and

Development

PROFESSIONAL EXPERIENCE

Administrative Positions (Kwantlen Polytechnic University) Jan 2007-Dec 2008 Associate Dean (Acting), Social Sciences Apr-Sep 2006 Dean of Humanities (Acting) May-Jun 2005 Dean of Humanities (Acting) 2001-2006 Chair of Modern Languages 2005-2006 Modern Languages Prior Learning Assessment (PLA) Coordinator

TEACHING EXPERIENCE

1985-present German Faculty, MODL, Kwantlen Polytechnic University (previously Kwantlen University College)

1988-1997 Faculty, Department of Languages, Capilano University (previously Capilano College) 1980-1982 Teaching Assistant, Department of Languages, Literatures and Linguistics, Simon Fraser

University 1985-1989 Teacher of English as a Foreign Language, Canada Summer School for Japanese Students,

U.B.C.

COURSES TAUGHT Kwantlen Polytechnic University: GERM 1100 - Beginners German I; GERM 1101 - Beginners German II; GERM 2200 – Intermediate German I; GERM 2201 – Intermediate German II

Capilano University: GERMAN 100 - Beginning German I; GERMAN 101 - Beginning German II; GERMAN 200 – Intermediate German I; GERMAN 201 – Intermediate German II

CURRICULUM DEVELOPMENT 2005 PUNJ 1100 and 1101 (in co-operation with Prof. Sadhu Binning, UBC)

PUNJ 2200 and 2201 (in co-operation with Prof. Sadhu Binning, UBC) 1985-present GERM 1100 and 1101 – Beginners German I and II

GERM 2200 and 2201 – Intermediate German I and II

AREAS OF SPECIALIZATION German Language and Culture


AREAS OF RESEARCH INTEREST Teaching Excellence (Innovative Instructional Strategies and Learning Tools, Effective Integration of Learning Technologies, Reflective Practice); Curriculum and Program Development; Faculty and Student Recruitment and Retention; Faculty Performance Review (Evaluation Frameworks, Peer Review of Teaching); Faculty Support, Development, and Mentoring

SELECTED PUBLICATIONS, PRESENTATIONS AND AWARDS Book (Master’s Thesis) 1983 (Stadler, Beatrice) Language Maintenance and Assimilation: the Case of Selected German-

Speaking Immigrants in Vancouver, Canada. Vancouver, CAUTG (Canadian Association of University Teachers of German) Publications, Vol. 7. Pp. ix, 143. (ISBN 0-91 9944-06-X) (Reviewed)

Paper 1983 (Stadler, Beatrice) A Sociolinguistic Study of the Integration of German Immigrants in Vancouver:

Approach and Methodology. Vancouver, CAUTG Publications, Vol. 8, 78–86. ISBN 0-91 9944-07-8

Educational Material 2010 Course Manuals: German 1100 / 1101. Kwantlen Polytechnic University 1999 (Contributor) Die Schweiz: Gemeinsame Vielfalt (Worksheets for teaching Swiss culture in German

language classes). Goethe Institut Vancouver. (In cooperation with the German Division, Interdisciplinary Studies, Simon Fraser University)

1996 (Contributor) Austria – Country in the Heart of Europe: From Teachers for Teachers (Worksheets for teaching Austrian culture in German language classes). Goethe Institut Vancouver. (In cooperation with the German Division, Interdisciplinary Studies, Simon Fraser University)

PROFESSIONAL AFFILIATIONS

BCCTG (British Columbia Counsel of Teacher of German) CAUTG (Canadian Association of University Teachers of German) S.C.O.L.A. Standing Committee on Language Articulation, BC

SERVICE TO DEPARTMENT AND UNIVERSITY

Mentoring and Evaluation of Peers and Conversationalists: German, Japanese, Punjabi, Linguistics

2010 Modern Languages Curriculum Committee 2008 Chair, Appeals Committee 2000-2008 Chair, Curriculum Committees (Modern Languages / Humanities / Social Sciences) 2005-2008 Chair, Departmental Search Committees (Humanities / Social Sciences) 2007-2008 Appeals Committee 2007-2008 Faculty Performance Evaluation Review Committee 2007-2008 Scholarships and Awards Selections Committee 2005-2007 Search Committees (Associate Dean of Social Sciences, Dean of Humanities, Dean of Arts) 2000-2006 Chair, Modern Languages Search Committee

LANGUAGES Native speaker of German; native-like command of English; good command of French and Spanish; reading knowledge of Italian and Portuguese


Seiko Roberts – Faculty Profile ACADEMIC SUMMARY 1983-1985 M.A. (Teaching English as a Second or Foreign Language), Saint Michael’s College,

Colchester, Vermont 1977-1981 B.A. (English Literature), Meiji Gakuin University, Tokyo, Japan TEACHING EXPERIENCE 2003-current Japanese Faculty, Kwantlen Polytechnic University (previously Kwantlen University College)

1997-2001 Japanese Instructor, University of British Columbia COURSES TAUGHT Kwantlen Polytechnic University: JAPN 1100; JAPN 1101; JAPN 2200 University of British Columbia: Japanese 102 (first year); Japanese 103 (second year); Japanese 201 (third year)

AREAS OF SPECIALIZATION Second and Foreign Language Acquisition, Second and Foreign Language Pedagogy AREAS OF RESEARCH INTEREST Language Learning Strategies, motivation and cognition PROFESSIONAL AFFILIATIONS

Canadian Association for Japanese Language Education International Association of Performing Language Center for Advanced Research on Language Acquisition Koide Memorial Japanese Language Association


SERVICE TO THE DEPARTMENT AND UNIVERSITY Summer 2011 Arranged and led the Kwantlen Japan Field School 2010-2012 Member, MODL Professional Development, MODL Website (Public Relations and

Marketing), and Film Series Committees 2009-2010 Member, Humanities Professional Development, Kwantlen Educational Technology, and Asian Studies Committees 2009 Worked for reinstatement of the language tutorial service at the Learning Centre in Surrey 2008-present Represented the department as a Language Laboratory user group 2008-2009 Member, Humanities Professional Development, Film Series, and Asian Studies

Committees 2007-2008 Member, Humanities Professional Development and Kwantlen Ed Tech Committee (alternate) 2006-2007 Alternate member, Humanities Professional Development Committee SERVICE TO COMMUNITY 2010-2011 Faculty Liaison for Nihon Kwantlen Kurabu (Japan Club) 2008 Faculty Liaison for Anime Club

LANGUAGES

Native speaker of Japanese; native-like command of English; Other languages studied: French, Korean, and Chinese


Constanza Rojas-Primus – Faculty Profile

ACADEMIC SUMMARY 2007 Ph.D. (Spanish & LA Studies), University of Alberta 2000 M.A. (Sociolinguistics), University of Alberta 1995 B.A. (French Pedagogy), Universidad Metropolita (Santiago, Chile)

TEACHING EXPERIENCE 2008-present Spanish Faculty, MODL, Kwantlen Polytechnic University 2005-2008 Faculty, Department of World Languages, Pima Community College (Tucson, US) 2002-2003 Lecturer, Department of Modern Languages, Mount Saint Vincent University 1998-2002 Teaching Assistant, Department of Modern Languages & Cultural Studies, University of Alberta

CURRICULUM DEVELOPMENT 2010-present BA Minor in Language and Culture, Kwantlen Polytechnic University (KPU) 2009 Span 2205 – Writing and Oral Skills for Spanish Speakers, KPU Span 3310 – Advanced Spanish Conversation through Film, KPU

Span 3320 – Advanced Spanish Reading and Writing, KPU 2002 Span 3301 – Advanced Conversation-Composition I, Mount Saint Vincent University Span 3302 – Advanced Conversation-Composition II, Mount Saint Vincent University

COURSES TAUGHT Kwantlen Polytechnic University: Span 1100 – Basic Spanish I; Span 1101 – Basic Spanish II; Span 2200 – Intermediate Spanish I; Span 2201 – Intermediate Spanish II Pima Community College: Spa 101 – Elementary Spanish I; Spa 102 – Elementary Spanish II; Spa 103 – Beginners Spanish for Spanish Speakers; Spa 201 – Intermediate Spanish I; Spa 202 – Intermediate Spanish II; Spa 251 –Intermediate Spanish III; Spa 253 – Intermediate Spanish for Spanish Speakers; Spa 254 – Intermediate Grammar and Writing for Spanish Speakers Mount Saint Vincent University: Span 1101 – Beginning Spanish I; Span 1102 – Beginning Spanish II; Span 2201 – Intermediate Spanish I; Span 2202 – Intermediate Spanish II; Span 3301 –Advanced Conversation-Composition I; Span 3302 – Advanced Conversation-Composition II University of Alberta: Span 111 – Beginners’ Spanish I; Span 112 – Beginners’ Spanish II; Span 211 – Intermediate Spanish I; Span 212 – Intermediate Spanish II AREAS OF SPECIALIZATION Sociolinguistics, Creole linguistics, Anthropological linguistics, Latin American and Caribbean Studies, Spanish language

AREAS OF RESEARCH INTEREST Hybrid languages, Ritual languages, Language and gender, ethnicity, and identity, Syncretism and Multiculturalism, indigenous/creole languages and language planning, linguistic rights


SELECTED PUBLICATIONS, PRESENTATIONS AND AWARDS Publications 2011 Language and Gender 2ed. Book review in Gender, Place and Culture 5 (in press) 2010 (with A. Schwegler) La “lengua” ritual del Palo Monte (Cuba): estudio comparativo (Holguín /

Cienfuegos) Revista Internacional de Lingüística Iberoamericana 15: 187-244 2009 Lengua ritual y sincretismo: dinámicas de hibridez en el discurso mágico-religioso Palo Monte.

Saarbrücken: VDM Verlag Dr. Müller, July 2009 (224 pgs.) 2006 Diversidad lingüística y albatetización en América Latina y el Caribe. Revista Iberoamericana de

Educación 40(3) ISSN 161-5653 Presentations 2011 Speaking Congo: Afro-Cuban Representation in Palo Monte´s Ritual Speech. Associação de

Crioulos de Base Lexical Portuguesa e Espanhola (ACBLPE), University of Porto, Porto, Portugal, July 7-8, 2011

2010 Dynamics of hybridity in the Palo Monte “lengua”. 40th Anniversary Congress of the Canadian Association of Latin American and Caribbean Studies (CALACS) in Conjunction with the Congress of Congress of the Humanities and Social Sciences (CFHSS), Concordia University, Montreal, Canada, June 1-4, 2010

2009 Palo Monte Ritual Language: An African Code on Cuban Soil. Joint Summer Meeting of the Society for Pidgin and Creole Linguistics (SPCL) and the Associação de Crioulos de Base Lexical Portuguesa e Espanhola (ACBLPE), University of Köln, Cologne, Germany, August 11-15, 2009

2008 (with A. Schwegler) La “lengua” ritual del Palo Monte (Cuba): datos nuevos / preguntas nuevas. ACBPLE Annual Conference, Universidade Nova, Lisboa, Portugal, July 3-5, 2008

Awards 2008 CALACS Outstanding Dissertation Prize – The Canadian Association for Latin American

and Caribbean Studies 2007 Faculty Standards Teaching Award – Pima County Community College District PROFESSIONAL AFFILIATIONS Canadian Association of Latin American and Caribbean Studies Associação de Crioulos de Base Lexical Portuguesa e Espanhola Standing Committee on Language Articulation

SERVICE TO DEPARTMENT AND UNIVERSITY 2010-present Program Developer, Modern Languages Department Minor in Language and Culture 2010-present Member, Kwantlen Polytechnic University Research and Ethics Board (REB) 2010-2011 Humanities Representative, Senate Task Force on Rank and Advancement (TFARA) 2009-present MODL Representative, Humanities Faculty Council COMMUNITY INVOLVEMENT 2011 Member, Working Committee on Common European Framework of Reference for

Languages (CEFR), SCOLA, Vancouver, Canada 2005-2008 Editor, American Linguistics, C.I.L. Nardi Centro de Investigaciones Linguisticas, Córdova, Argentina LANGUAGES Native speaker of Spanish; native-like command of French and English; reading and comprehension knowledge of Portuguese and Italian; other languages studied: Swahili, Dene, Mapudungun, Congo


Yanfeng Qu– Faculty Profile ACADEMIC SUMMARY 1995 Ph.D. (Linguistics), University of British Columbia. Thesis: Object NP Dislocation in Chinese 1987 M.A. (Applied Linguistics), Beijing Foreign Studies University. Thesis: Antagonism in Albee: a Pragmatic Analysis of Discourse 1982 B.A. (English Language and Literature), Shandong Teachers’ University, Jinan, China

TEACHING EXPERIENCE 1996-Present Mandarin and Linguistics Faculty, Kwantlen Polytechnic University (previously Kwantlen

University College)

COURSES TAUGHT At Kwantlen Polytechnic University: MAND 1100-1101: Beginner Mandarin I and II; MAND 2200-2201: Intermediate Mandarin I and II; MAND 3300-3301: Mandarin Conversation for Speakers of Other Chinese Dialects I and II; MAND 3310-3311: Upper Intermediate Mandarin: Reading and Writing I and II; LING 1100 - Introduction to Language Structure; LING 1200 - Introduction to Language Use

At Other Institutions: Langara College (1996-2005): CHIN 1115-1215 Beginner’s College Chinese I and II; CHIN 1117-1217

Beginner’s College Chinese III and IV; CHIN 1125-1225 Mandarin Conversation for Chinese Dialect Speakers I and II

Capilano University (formerly Capilano College 1994-1998): CHIN 100-101 Beginning Chinese I and II; LING 100 Introduction to General Linguistics: Language Structure; LING 101: Introduction to General Linguistics: Language Use; Asia-Pacific Chinese courses

Simon Fraser University (1993-1995): LING 250 - Language Acquisition University of British Columbia (1991-1999): LANE 489 (6 credits)-Applied Linguistics for Teachers CURRICULUM DEVELOPMENT AT KWANTLEN MAND 1100-1101: Beginner Mandarin I and II; MAND 2200-2201: Intermediate Mandarin I and II MAND 3300-3301: Mandarin Conversation for Speakers of Other Chinese Dialects I and II MAND 3310-3311: Upper Intermediate Mandarin: Reading and Writing I and II LING 1100 - Introduction to Language Structure; LING 1200 - Introduction to Language Use MAND 3312 Chinese Language and Culture Through Film MAND 4321-4323 Business Chinese I and II (in progress) MAND 4481-4483 Introduction to Chinese Literature I and II (in progress) AREAS OF SPECIALIZATION Generative and Chinese linguistics, Syntactic theories, Chinese grammar and phonology

AREAS OF RESEARCH INTEREST Chinese language pedagogy in general, with a special focus on comparative syntax, error analysis and cultural connotations in Chinese characters and vocabulary Technology assisted language teaching and learning, especially in the domain of teaching tones and characters Second language acquisition, sociolinguistics, cross-cultural communication


SELECTED PUBLICATIONS, PRESENTATIONS AND AWARDS 2011 Awarded Certificate for completing ‘2011 Advanced Study and Training Program on Pedagogy

and Chinese Teaching Materials’ offered by HANBAN (Office of the Chinese Language Council International) and hosted by Sun Yat-sen University, Guangzhou, China, July 22-29, 2011

2010 Nominal Definiteness in Chinese and its Pedagogical Implications. In Yan Yuan, John Jing-hua Yin (eds.), Chinese as a Foreign Language Teaching Practice and Reflections. Beijing: Foreign Language Teaching and Research Press, 199-203

2010 Test Design for Multi-background University Mandarin Classes. In Robert S. Chen (ed.), TCSL: New Vision and Horizon. Richmond, BC: Canadian TCSL Association, 100-107

2010 Mandarin Chinese: a Linguistic Perspective. Special Guest Presentation for Modern Language Department, Kwantlen Polytechnic University, March 15, 2010

2009 Strategies for Writing Chinese Textbooks for Canadian Students. In Chang-zhuo Cai (ed.), Pedagogical Research on TCSL from Multi-perspectives: Proceedings of the 7th International Conference on Chinese Pedagogy. Guilin, China: Guangxi Normal University Press, 554-558

2009 Towards Pedagogical Fun: Language Games for Contemporary Chinese. In G. X. Zhang (ed.), Chinese Language Teaching and Learning: Theories and Practice - Applied Chinese Language Studies II. London, UK: Cypress Books Co Ltd, 87-94

2008 Minor Research and Scholarships Grant by Office of Research and Scholarship, Kwantlen Polytechnic University PROFESSIONAL AFFILIATIONS 2008-Present Vice President, Treasurer, Member of the Executive, Canadian Teaching Chinese as a

Second Language Association SERVICE TO DEPARTMENT AND UNIVERSITY

Official Mandarin course outline and student transcript Assessor; PLA Assessor; Department and Library Mandarin Resources Requisition Advisor

2011-Present Member, China Studies Focus Group, Kwantlen Polytechnic University 2008 Member, Committee for the AA in Asian Studies Development 2005-Present Member, Search Committee, Modern Language Department, Kwantlen Polytechnic

University 2002-2005 Member, PD Committee, Faculty of Humanities, Kwantlen University College SERVICE TO COMMUNITY 2009, 2011 Adjudicator for the BC “Chinese Bridge” Mandarin Singing Contest, 2010 Member of the Selection Committee, reviewing and adjudicating applications for the

‘2010 National Scholarships for Outstanding Self-financed Students Abroad’ (Humanities and Economics Category) administered by the Ministry of Education, People’s Republic of China. Nov. 2, 2010, Vancouver

2001-2010 Adjudicator for BC “Chinese Bridge” Mandarin Speech Contest (University-College Category)

2008-2011 PAC Secretary and member of School Planning Committee, Sir Wilfrid Laurier Elementary School, Vancouver

LANGUAGES Native speaker of Mandarin; native-like command of English; basic knowledge of French and Cantonese

45

Appendix E – Kwantlen Modern Languages Student Survey Kwantlen Modern Languages Students' Survey Dear Kwantlen Modern Languages Student,

Kwantlen's Department of Modern Languages is undertaking a review of its program. We want your help in planning our future. We are inviting participation from all students currently and/or recently enrolled in Modern Languages classes at Kwantlen. Please take a few minutes to complete this survey. There is space at the end for detailed comments, which we will appreciate very much.

Your participation is voluntary, and you may skip any question you do not wish to answer. Your instructors will not know who completed a given survey, and all responses to these surveys will be anonymous. The data collected will be kept confidential and reported only in aggregate.

This questionnaire is not intended as an evaluation of individual classes or instructors; surveys for that purpose are given out at another time. In answering, please consider your experiences with all courses that you have taken in the Kwantlen Modern Languages department as a whole (that is, in Modern Languages, Cultural studies and/or Linguistics).

If you have any questions or concerns about this survey, please contact Danielle Baxter, Program Review Coordinator, at 604-599-3081 or [email protected].

1) How many courses in total in each of the following languages, in Cultural Studies (CUST), and in Linguistics (LING) have you taken at Kwantlen, including any you are enrolled in now?

none 1 2 3 4 5 or more French German Japanese Mandarin Punjabi Spanish Linguistics Cultural Studies 2) What is your program or major? (Please select one): Anthropology Asian Studies Business - General Business - Human Resources Business Administration Business Management Canadian Studies Creative Writing CRIM/Community Criminal Justice Economics English Fine Arts General Studies Geography

Graphic Design for Marketing History Interior Design Journalism Marketing Math Modern Languages Music Philosophy Political Science Psychology/Applied Psych Sciences Sociology Other (please specify) __________

3) What Kwantlen credential are you working toward? Certificate Diploma Associate Degree Bachelor's Degree

I do not plan to complete any program or credential at Kwantlen Other (please specify) __________

46

4) What was your reason for enrolling in a course in a Modern Language? Please indicate all that apply. (If you haven't taken any language courses, please skip this question.) I plan to major or minor in a Modern Language, in Cultural Studies, and/or in Linguistics The course/subject was a requirement for my degree or diploma As an elective for my degree or diploma To enhance future career opportunities General interest Other (please specify) ____________________________________________________ 5) What was your reason for enrolling in a course in Linguistics and/or Cultural Studies? Please indicate all that apply. (If you haven't taken any linguistics or cultural studies courses, please skip this question.) I plan to major or minor in a Modern Language, in Cultural Studies, and/or in Linguistics The course/subject was a requirement for my degree or diploma As an elective for my degree or diploma To enhance future career opportunities General interest Other (please specify) ___________________________________________________ 6) Do you plan to take more courses in Modern Languages (German, French, Japanese, Mandarin, Punjabi, Spanish), Linguistics and/or Cultural Studies? (Please choose all that apply.) Yes, as part of my current program at Kwantlen Yes, as part of a future course of study Not sure No 7) Do you plan to take courses in more than one language? No Yes Not sure 8) Are you aware of opportunities at Kwantlen for exchange programs with other universities? No Yes 9) Would you be interested in participating in an exchange or field study program, in which you earned credits while studying abroad? No Yes Not sure 10) Do you plan to minor or major in Asian Studies? No Yes Not sure 11) Would you be interested in pursuing a minor in Modern Languages, Linguistics and Cultural Studies at Kwantlen if it were offered? No Yes Not sure 12) How interested would you be in completing a Bachelor's degree / major in a language, Cultural Studies, or Linguistics at Kwantlen if it were offered here? Very interested Somewhat interested

Not interested Unsure at this time

47

13) Do you plan to transfer to another university to complete a Bachelor's degree in a language, in Linguistics, or in Cultural Studies? No Yes Not sure 14) If you plan to transfer to another university, where do you plan to go? SFU UBC UNBC UVic

Other institution in BC A university in another Canadian province A university outside Canada Other (please specify) ________________

15) If you have taken one or more Modern Languages course(s) in the video-conferencing mode, how satisfied were you with the course(s)?

Very satisfied Somewhat satisfied Neither satisfied nor dissatisfied

Somewhat dissatisfied Very dissatisfied Not applicable

16) What was/were the main factor(s) influencing your level of satisfaction with the video-conferenced course(s)? __________________________________________________ 17) How interested would you be in taking future Modern Languages courses taught in the video-conferencing mode? Very interested; I would prefer it Somewhat interested, but I would prefer classroom I have no preference either way Only if I could not get needed courses otherwise Not interested under any circumstances 18) For each of the following elements of the Department of Modern Languages program, please indicate your level of satisfaction: Very

satisfiedSomewhat satisfied

Neither satisfied nor dissatisfied

Somewhat dissatisfied

Very dissatisfied

Don't know

Not applicable

Quality of instruction Preparation for more advanced courses through lower level prerequisites you have taken

Variety of existing courses (culture courses, film courses, literature courses, popular culture, linguistics, etc.)

Availability of alternate MODL courses in case of cancellations

19) Considering your instructors of the Department of Modern Languages in general, please indicate your level of agreement with each of the following statements: Strongly

agree Agree

somewhatNeither agree nor disagree

Disagree somewhat

Strongly disagree

Don't know

Not applicable

Instructors appear competent and well qualified

Instructors care about teaching Instructors are available (e.g. office hours, email, phone etc.)

48

Instructors act respectfully toward students

Conversationalists are well prepared Conversationalists act respectfully toward students

Instructors provide useful feedback Conversationalists provide useful feedback

20) How satisfied are you with the variety of available courses in each semester? Very

satisfied Somewhat satisfied



Very dissatisfied

Not applicable

At the 1000 level At the 2000 level At the 3000 level 21) Please indicate your preferences with regard to when, and how frequently, classes meet: Time of day Frequency

morning afternoon evening once per week twice per week 1000 level

2000 level

3000 level

22) How satisfied are you with the part your Modern Language/Cultural Studies/Linguistics courses have played in your improvement in each of the following skills? Very

satisfied Somewhat satisfied



Very dissatisfied

Not applicable

Oral communication Listening comprehension Writing Interpreting written texts Cross-cultural communication Understanding linguistic concepts Applying linguistic concepts across languages

Analyzing concepts Thinking independently Arguing opinion(s) effectively and respectfully

Critical evaluation of information and arguments in written materials

Critical evaluation of information and arguments in oral/audio materials

Solving problems and finding novel approaches

Ability to see other perspectives and to think globally

23) I think my greatest improvement has been in: ______________________________________

49

24) I think my improvement in this area is a result of: _________________________________ 25) Please indicate your level of satisfaction with the following resources at Kwantlen for supporting your courses in Modern Languages, Cultural Studies and Linguistics: Very

satisfiedSomewhat satisfied



Very dissatisfied

Don't know

Not applicable

Availability of information and advice pertaining to Modern Languages, Linguistics and Culture courses and/or programs

Availability of information and advice pertaining to degrees and careers in Modern Languages, Linguistics and Culture

Availability in our library of books relevant to Modern Languages, Literatures and Culture, and Linguistics

Availability of print journals pertaining to Modern Languages, Literatures and Culture, and Linguistics

Availability of electronic resources pertaining to Modern Languages, Linguistics and Culture including journals, dictionaries etc.

Dedicated meeting space to discuss Modern Languages, Linguistics and Culture

Dedicated meeting space to practice languages

Availability of language and linguistics tutors at the Learning Centres

26) Would you recommend Kwantlen's Linguistics, Cultural Studies, and/ or Modern Languages courses to others? No Yes 27) Why would you recommend / not recommend these courses to others? __________________________________________________ 28) What recommendation would you make regarding how we could enhance students’ experiences in Ling / Cust / Mod Lang courses, and why? __________________________________________________ Thank you for your participation!


Appendix F – Results of the MODL Student Survey 2010

1) How many courses in total in each of the following languages, in Cultural Studies (CUST), and in Linguistics (LING) have you

taken at Kwantlen, including any you are enrolled in now?

Number of courses in total: French Frequency Percent Valid Percent Cumulative Percent

Valid none 54 33.8 58.7 58.7 1 16 10.0 17.4 76.1 2 19 11.9 20.7 96.7 3 2 1.3 2.2 98.9 4 1 .6 1.1 100.0 Total 92 57.5 100.0

Missing System 68 42.5 Total 160 100.0

Number of courses in total: German Frequency Percent Valid Percent Cumulative Percent

Valid none 61 38.1 64.2 64.2 1 9 5.6 9.5 73.7 2 18 11.3 18.9 92.6 3 1 .6 1.1 93.7 4 6 3.8 6.3 100.0 Total 95 59.4 100.0


Number of courses in total: Japanese Frequency Percent Valid Percent Cumulative Percent

Valid none 54 33.8 60.0 60.0 1 13 8.1 14.4 74.4 2 10 6.3 11.1 85.6 3 3 1.9 3.3 88.9 4 3 1.9 3.3 92.2 5 or more 7 4.4 7.8 100.0 Total 90 56.3 100.0


Number of courses in total: Mandarin Frequency Percent Valid Percent Cumulative Percent

Valid none 64 40.0 77.1 77.1 1 8 5.0 9.6 86.7 2 4 2.5 4.8 91.6 3 5 3.1 6.0 97.6 5 or more 2 1.3 2.4 100.0 Total 83 51.9 100.0


Number of courses in total: Punjabi Frequency Percent Valid Percent Cumulative Percent

Valid none 68 42.5 81.9 81.9 1 6 3.8 7.2 89.2 2 7 4.4 8.4 97.6 3 1 .6 1.2 98.8 4 1 .6 1.2 100.0 Total 83 51.9 100.0



Number of courses in total: Spanish Frequency Percent Valid Percent Cumulative Percent

Valid none 52 32.5 62.7 62.7 1 15 9.4 18.1 80.7 2 13 8.1 15.7 96.4 3 2 1.3 2.4 98.8 4 1 .6 1.2 100.0 Total 83 51.9 100.0


Number of courses in total: Linguistics Frequency Percent Valid Percent Cumulative Percent

Valid none 48 30.0 57.1 57.1 1 22 13.8 26.2 83.3 2 13 8.1 15.5 98.8 3 1 .6 1.2 100.0 Total 84 52.5 100.0


Number of courses in total: Cultural Studies Frequency Percent Valid Percent Cumulative Percent

Valid none 61 38.1 77.2 77.2 1 12 7.5 15.2 92.4 2 5 3.1 6.3 98.7 3 1 .6 1.3 100.0 Total 79 49.4 100.0


2) What is your program or major? (Please select one):

Frequency Percent Valid Percent Cumulative Percent

Valid Other 13 8.1 8.3 8.3 Anthropology 3 1.9 1.9 10.3 Asian Studies 4 2.5 2.6 12.8 Business - General 3 1.9 1.9 14.7 Business - Human Resources 2 1.3 1.3 16.0 Business Administration 10 6.3 6.4 22.4 Business Management 4 2.5 2.6 25.0 Creative Writing 2 1.3 1.3 26.3 CRIM/Community Criminal Justice 9 5.6 5.8 32.1 Economics 1 .6 .6 32.7 English 13 8.1 8.3 41.0 Fine Arts 1 .6 .6 41.7 General Studies 34 21.3 21.8 63.5 Geography 1 .6 .6 64.1 Graphic Design for Marketing 1 .6 .6 64.7 History 10 6.3 6.4 71.2 Journalism 3 1.9 1.9 73.1 Marketing 4 2.5 2.6 75.6 Modern Languages 4 2.5 2.6 78.2 Political Science 4 2.5 2.6 80.8 Psychology/Applied Psych 17 10.6 10.9 91.7 Sciences 11 6.9 7.1 98.7 Sociology 2 1.3 1.3 100.0 Total 156 97.5 100.0



Program or major, other: Accounting x 3 Information Technology BTECH General Studies None x 2 just wanted to learn Punjabi INFO Computer Information Systems Applied Science Engineering Don't know yet, but something in Arts. Bachelor of Science in Nursing

3) What Kwantlen credential are you working toward?

4) What was your reason for enrolling in a course in a Modern Language? Please indicate all that apply. (If you haven't taken any language courses, please skip this question.)

Responses

N Percent Percent of Cases

I plan to major or minor in a Modern Language, in Cultural Studies, and/or in Linguistics

27 9.2% 18.8%

The course/subject was a requirement for my degree or diploma 32 11.0% 22.2%

To enhance future career opportunities 64 21.9% 44.4%

General interest 102 34.9% 70.8%

As an elective for my degree or diploma 60 20.5% 41.7%

Other 7 2.4% 4.9%

Total 292 100.0% 202.8%

I am participating in an exchange to Vienna, Austria.

A working knowledge of a second language is required for Graduate studies.

Masters program

To facilitate post-grad research

Love of the Francophone culture and increase job opportunities in the Federal Government

J'adore le francais.

I plan to teach and want to enter the French module PDP at SFU when I graduate.

I plan on moving to Germany

5) What was your reason for enrolling in a course in Linguistics and/or Cultural Studies? Please indicate all that apply. (If you haven't taken any linguistics or cultural studies courses, please skip this question.)

Responses


I plan to major or minor in a Modern Language, in Cultural Studies and/or in Linguistics

17 12.9% 24.6%

The course/subject was a requirement for my degree or diploma 10 7.6% 14.5%

To enhance future career opportunities 24 18.2% 34.8%

General interest 51 38.6% 73.9%

As an elective for my degree or program 26 19.7% 37.7%

Other 4 3.0% 5.8%

Total 132 100.0% 191.3%


Valid Other 2 1.3 1.3 1.3 Certificate 4 2.5 2.5 3.8 Diploma 18 11.3 11.5 15.3 Associate Degree 26 16.3 16.6 31.8 Bachelor's Degree 90 56.3 57.3 89.2 I do not plan to complete any program or credential at KPU

17 10.6 10.8 100.0

Total 157 98.1 100.0 Missing System 3 1.9 Total 160 100.0


Reason for enrolling, other:

GPA booster

My first semester teacher [ ] was AMAZING... and I took it to be in his class again.

i'm a volunteer

credits, part of Japanese Field Trip

6) Do you plan to take more courses in Modern Languages (German, French, Japanese, Mandarin, Punjabi, Spanish), Linguistics and/or Cultural Studies? (Please choose all that apply.)

Responses


plan_more_ courses

Yes, as part of my current program at Kwantlen 46 26.6% 29.9%

Yes, as part of a future course of study 71 41.0% 46.1%

Not sure 39 22.5% 25.3%

No 17 9.8% 11.0%

Total 173 100.0% 112.3%

7) Do you plan to take courses in more than one language?


Valid No 23 14.4 23.5 23.5 Yes 46 28.8 46.9 70.4 Not sure 29 18.1 29.6 100.0 Total 98 61.3 100.0


8) Are you aware of opportunities at Kwantlen for exchange programs with other universities?


Valid No 38 23.8 25.3 25.3 Yes 112 70.0 74.7 100.0 Total 150 93.8 100.0


9) Would you be interested in participating in an exchange or field study program, in which you earned credits while studying abroad?




10) Do you plan to minor or major in Asian Studies?





11) Would you be interested in pursuing a minor in Modern Languages, Linguistics and Cultural Studies at Kwantlen if it were offered?




12) How interested would you be in completing a Bachelor's degree / major in a language, Cultural Studies, or Linguistics at Kwantlen if it were offered here?


Valid Very interested 42 26.3 28.0 28.0 Somewhat interested 34 21.3 22.7 50.7 Not interested 43 26.9 28.7 79.3 Unsure at this time 31 19.4 20.7 100.0 Total 150 93.8 100.0


13) Do you plan to transfer to another university to complete a Bachelor's degree in a language, in Linguistics, or in Cultural Studies?

Frequency Percent Valid Percent

Cumulative Percent



14) If you plan to transfer to another university, where do you plan to go?


Cumulative Percent

Valid Other 3 1.9 3.3 3.3 SFU 33 20.6 36.3 39.6 UBC 45 28.1 49.5 89.0 UVic 1 .6 1.1 90.1 Other institution in BC 4 2.5 4.4 94.5 A university outside Canada

5 3.1 5.5 100.0

Total 91 56.9 100.0 Missing System 69 43.1 Total 160 100.0

Transfer destination, other:

BCIT x 2

Continue French at Kwantlen, though

Exchange semester in Vienna at FH Wien

Emily Carr


15) If you have taken one or more Modern Languages course(s) in the video-conferencing mode, how satisfied were you with the course(s)?


Valid Very satisfied 13 8.1 9.7 9.7 Somewhat satisfied 13 8.1 9.7 19.4 Neither satisfied nor dissatisfied

1 .6 .7 20.1

Somewhat dissatisfied 3 1.9 2.2 22.4 Very dissatisfied 7 4.4 5.2 27.6 Not applicable 97 60.6 72.4 100.0 Total 134 83.8 100.0


16) What was/were the main factor(s) influencing your level of satisfaction with the video-conferenced course(s)?

My instructor, [ ], is very, very, very good at video-conferencing courses. He uses a variety of teaching tools and knows the technology well. It feels like he's on campus every class.

Poor teacher

Feedback is really important especially if the symbols need to write the language are different. Going about it by video conference will just not work.

It is difficult for a professor to balance his or her focus between both the class at hand and the distant class on screen. Prior to this semester, this problem was balanced by having a fluent TA on hand when the professor was not present; that TA has now been cut back, and teaching quality, student engagement, and student performance have all decreased dramatically. My classmates have repeatedly told me that the cutback of this TA is the cause of this change.

Nothing special

Once the minor technical bugs were rectified the process worked very well

I can record the lectures for later references and I don't have to spend time going to school (if I only have that class for the day)

Teacher is not physically present. Can't talk to teacher when class is over unless you want to talk over the projector and everyone else can hear. Less personal, yet still paying same amount of money. Misleading when signing up for class because class is actually twice as large since it's two classes combined.

Time wasted waiting for technician or instructor when system not working.

I have not taken the video conference course but I have been a TA for one. The quality of learning is still the same but I do think that the 1 on 1 student teacher assistance is a little more difficult in the target classroom.

Technology problems, went smoothly when the computer was working

I found it hard to focus when the teacher was not present in our classroom.

Technical issues took time away from the course on a weekly basis.

Information is readily available great resources

It is flawed at the technical level

The teacher, and how she taught the class was interesting and I learned a lot

Our instructor seamlessly blended both classes together, allowing students to interact with one another cross campus. He used every mode of technology available and as such my learning experience was full and richly textured with multi-media lessons.

Cannot interact with teacher

The instructor

Lack of interaction and commitment issues

For the most part, my instructor [ ] made us feel like we were part of the class whether or not he was in the room. However, sometimes there were technological issues.

Video/voice delays Not able to interact with instructor when he/she is not present in classroom

Lost a lot of class time trying to fix computer problems involving video-conferencing. Experience isn't as personal and you don't learn as much when teacher is not physically in class.

The amount of interaction with the teacher is much less and there is a disconnect between your class and the other class and your class with he teacher. Students are not comfortable interacting because they don't know the other people and may be self-conscious of their abilities.

Cannot meet the prof personally

I haven't taken any so I do not know.

The level of the professor’s competency with video conferencing technology and being able to teach two classes at the same time.


17) How interested would you be in taking future Modern Languages courses taught in the video-conferencing mode?


Valid Very interested; I would prefer it 10 6.3 7.9 7.9 Somewhat interested, but I would prefer classroom

44 27.5 34.9 42.9

I have no preference either way 13 8.1 10.3 53.2 Only if I could not get needed courses otherwise 25 15.6 19.8 73.0 Not interested under any circumstances 34 21.3 27.0 100.0 Total 126 78.8 100.0


18) For each of the following elements of the Dept of Modern Languages program, please indicate your level of satisfaction:

Quality of instruction Frequency Percent Valid Percent Cumulative Percent

Valid Very satisfied 91 56.9 64.1 64.1 Somewhat satisfied 39 24.4 27.5 91.5 Neither satisfied nor dissatisfied 2 1.3 1.4 93.0 Somewhat dissatisfied 4 2.5 2.8 95.8 Very dissatisfied 4 2.5 2.8 98.6 Don’t know 1 .6 .7 99.3 Not applicable 1 .6 .7 100.0 Total 142 88.8 100.0


preparation for more advanced courses through lower level prerequisites Frequency Percent Valid Percent Cumulative Percent

Valid Very satisfied 63 39.4 44.7 44.7 Somewhat satisfied 39 24.4 27.7 72.3 Neither satisfied nor dissatisfied 9 5.6 6.4 78.7 Somewhat dissatisfied 2 1.3 1.4 80.1 Very dissatisfied 3 1.9 2.1 82.3 Don’t know 8 5.0 5.7 87.9

Not applicable 17 10.6 12.1 100.0 Total 141 88.1 100.0


variety of existing courses Frequency Percent Valid Percent Cumulative Percent

Valid Very satisfied 29 18.1 20.6 20.6 Somewhat satisfied 37 23.1 26.2 46.8 Neither satisfied nor dissatisfied 22 13.8 15.6 62.4 Somewhat dissatisfied 25 15.6 17.7 80.1 Very dissatisfied 10 6.3 7.1 87.2 Don’t know 10 6.3 7.1 94.3 Not applicable 8 5.0 5.7 100.0 Total 141 88.1 100.0


availability of alternate MODL courses in case of cancellations Frequency Percent Valid Percent Cumulative Percent

Valid Very satisfied 13 8.1 9.3 9.3 Somewhat satisfied 15 9.4 10.7 20.0 Neither satisfied nor dissatisfied 25 15.6 17.9 37.9 Somewhat dissatisfied 15 9.4 10.7 48.6 Very dissatisfied 7 4.4 5.0 53.6 Don’t know 35 21.9 25.0 78.6 Not applicable 30 18.8 21.4 100.0 Total 140 87.5 100.0



19) Considering your instructors of the Department of Modern Languages in general, please indicate your level of agreement with each of the following statements:

instructors appear competent and well qualified Frequency Percent Valid Percent Cumulative Percent

Valid Strongly agree 114 71.3 79.7 79.7 Agree somewhat 22 13.8 15.4 95.1 Neither agree nor disagree 1 .6 .7 95.8 Disagree somewhat 3 1.9 2.1 97.9 Strongly disagree 2 1.3 1.4 99.3 Don’t know 1 .6 .7 100.0 Total 143 89.4 100.0

Missing System 17 10.6 Total

160 100.

0

instructors care about teaching Frequency Percent Valid Percent Cumulative Percent

Valid Strongly agree 119 74.4 83.2 83.2 Agree somewhat 21 13.1 14.7 97.9 Neither agree nor disagree 1 .6 .7 98.6 Strongly disagree 1 .6 .7 99.3 Don’t know 1 .6 .7 100.0 Total 143 89.4 100.0


instructors are available Frequency Percent Valid Percent Cumulative Percent

Valid Strongly agree 110 68.8 76.9 76.9 Agree somewhat 23 14.4 16.1 93.0 Neither agree nor disagree 3 1.9 2.1 95.1 Don’t know 3 1.9 2.1 97.2 Not applicable 4 2.5 2.8 100.0 Total 143 89.4 100.0


instructors act respectfully toward students Frequency Percent Valid Percent Cumulative Percent

Valid Strongly agree 119 74.4 83.8 83.8 Agree somewhat 21 13.1 14.8 98.6 Disagree somewhat 1 .6 .7 99.3 Don’t know 1 .6 .7 100.0 Total 142 88.8 100.0


conversationalists are well prepared Frequency Percent Valid Percent Cumulative Percent

Valid Strongly agree 91 56.9 64.1 64.1 Agree somewhat 31 19.4 21.8 85.9 Neither agree nor disagree 3 1.9 2.1 88.0 Disagree somewhat 1 .6 .7 88.7 Strongly disagree 2 1.3 1.4 90.1 Don’t know 3 1.9 2.1 92.3 Not applicable 11 6.9 7.7 100.0 Total 142 88.8 100.0



conversationalists act respectfully toward students Frequency Percent Valid Percent Cumulative Percent

Valid Strongly agree 110 68.8 77.5 77.5 Agree somewhat 16 10.0 11.3 88.7 Neither agree nor disagree 2 1.3 1.4 90.1 Disagree somewhat 2 1.3 1.4 91.5 Don’t know 3 1.9 2.1 93.7 Not applicable 9 5.6 6.3 100.0 Total 142 88.8 100.0


instructors provide useful feedback Frequency Percent Valid Percent Cumulative Percent

Valid Strongly agree 101 63.1 70.6 70.6 Agree somewhat 27 16.9 18.9 89.5 Neither agree nor disagree 5 3.1 3.5 93.0 Disagree somewhat 4 2.5 2.8 95.8 Strongly disagree 4 2.5 2.8 98.6 Don’t know 1 .6 .7 99.3 Not applicable 1 .6 .7 100.0 Total 143 89.4 100.0


conversationalists provide useful feedback Frequency Percent Valid Percent Cumulative Percent

Valid Strongly agree 82 51.3 58.2 58.2 Agree somewhat 38 23.8 27.0 85.1 Neither agree nor disagree 2 1.3 1.4 86.5 Disagree somewhat 3 1.9 2.1 88.7 Strongly disagree 2 1.3 1.4 90.1 Don’t know 3 1.9 2.1 92.2 Not applicable 11 6.9 7.8 100.0 Total 141 88.1 100.0


20) How satisfied are you with the variety of available courses in each semester?

at the 1000 level Frequency Percent Valid Percent Cumulative Percent

Valid Very satisfied 63 39.4 43.4 43.4 Somewhat satisfied 32 20.0 22.1 65.5 Neither satisfied nor dissatisfied 13 8.1 9.0 74.5 Somewhat dissatisfied 19 11.9 13.1 87.6 Very dissatisfied 11 6.9 7.6 95.2 Not applicable 7 4.4 4.8 100.0 Total 145 90.6 100.0









21) Please indicate your preferences with regard to when, and how frequently, classes meet:

Preference with regard to time of day: 1000 level Frequency Percent Valid Percent Cumulative Percent

Valid morning 41 25.6 31.3 31.3 afternoon 68 42.5 51.9 83.2 evening 22 13.8 16.8 100.0 Total 131 81.9 100.0








Preference with regard to frequency: 1000 level Frequency Percent Valid Percent Cumulative Percent

Valid once per week 35 21.9 26.9 26.9 twice per week 95 59.4 73.1 100.0 Total 130 81.3 100.0

Missing System 30 18.8

Total 160 100.0








22) How satisfied are you with the part your Modern Language/Cultural Studies/Linguistics courses have played in your improvement in each of the following skills?

oral communications Frequency Percent Valid Percent Cumulative Percent



critical evaluation of information and arguments

in written materials Frequency Percent Valid Percent Cumulative Percent

Valid Very satisfied 40 25.0 30.1 30.1 Somewhat satisfied 41 25.6 30.8 60.9 Neither satisfied nor dissatisfied 19 11.9 14.3 75.2 Somewhat dissatisfied 4 2.5 3.0 78.2 Very dissatisfied 1 .6 .8 78.9 Not applicable 28 17.5 21.1 100.0 Total 133 83.1 100.0


critical evaluation of information and arguments

in oral/audio materials Frequency Percent Valid Percent Cumulative Percent



solving problems and finding novel approaches Frequency Percent Valid Percent Cumulative Percent




ability to see other perspectives and to think globally Frequency Percent Valid Percent Cumulative Percent



listening comprehension Frequency Percent Valid Percent Cumulative Percent



writing Frequency Percent Valid Percent Cumulative Percent

Valid Very satisfied 59 36.9 43.7 43.7 Somewhat satisfied 52 32.5 38.5 82.2 Neither satisfied nor dissatisfied 12 7.5 8.9 91.1 Somewhat dissatisfied 1 .6 .7 91.9 Very dissatisfied 4 2.5 3.0 94.8 Not applicable 7 4.4 5.2 100.0 Total 135 84.4 100.0


interpreting written texts Frequency Percent Valid Percent Cumulative Percent



cross cultural communication Frequency Percent Valid Percent Cumulative Percent

Valid Very satisfied 51 31.9 38.6 38.6 Somewhat satisfied 42 26.3 31.8 70.5 Neither satisfied nor dissatisfied 23 14.4 17.4 87.9 Somewhat dissatisfied 1 .6 .8 88.6 Very dissatisfied 1 .6 .8 89.4 Not applicable 14 8.8 10.6 100.0 Total 132 82.5 100.0



understanding linguistic concepts Frequency Percent Valid Percent Cumulative Percent



applying linguistic concepts across languages




analyzing concepts Frequency Percent Valid Percent Cumulative Percent



thinking independently Frequency Percent Valid Percent Cumulative Percent

Valid Very satisfied 48 30.0 36.1 36.1 Somewhat satisfied 48 30.0 36.1 72.2 Neither satisfied nor dissatisfied 21 13.1 15.8 88.0 Very dissatisfied 3 1.9 2.3 90.2 Not applicable 13 8.1 9.8 100.0 Total 133 83.1 100.0


arguing opinions effectively and respectfully Frequency Percent Valid Percent Cumulative Percent




23) I think my greatest improvement has been in:

reading characters

Writing

knowledge of other cultures

oral

writing and reading

Reading and writing new languages.

Listening and reading comprehension

listening comprehension

Learning the Punjabi language

speaking in another language

reading of the language

writing

overall internalization of the language

oral communication

Kwantlen

learning how to read and write

listening comprehension

Appreciation of foreign film and other media

writing Punjabi

understanding languages

speaking and grammar

Reading and writing French

Oral skills

understanding the grammar

understanding linguistic concept

speaking and writing effectively

phonetic understanding

pronunciation

comprehension

listening x 2

Analysis of texts in French.

Understanding spoken French

Speaking x 3

Reading Comprehension

Knowledge of Linguistics

recognizing patterns

listening skills; written skills

general knowledge

Listening comprehension

Understanding spoken language

German grammar is the area I have seen most improvement.

Listening comprehension

Complex sentences

Interpreting written texts

Grammar x 3

listening and speaking

analyzing linguistic concepts and interpreting written texts

My ability to not only speak and understand the languages but also understand the culture of the countries in which they are spoken

Writing

Writing/Spelling

Japanese grammar

no improvement

Oral communication

reading comprehension and writing in German

Oral communication

understanding the different cultural aspects and point of views


reading and writing skills

Reading and comprehending the language.

learning and retaining some Spanish basics

Speaking French

writing

reading/writing Punjabi

communication

linguistic predispositions of other languages

learning to speak read and write in mandarin

phonetics

Speaking the language 24) I think my improvement in this area is a result of:

My awesome instructors, [ ] and [ ].

memorizing

Consistency

the teachers passion for the course

dedication to learning and good classroom teaching

the course

The excellent course material and teaching staff at Kwantlen.

My personal interest in the language

studying outside of school

my instructor

making Japanese friends

different tactics approached in teaching

being in a classroom as opposed to self-teaching

convo labs

getting A

personal effort and course design

being exposed to more French

3000 level cultural studies

my teacher

Professor [ ] teaching - she made it fun and interesting =)

my awesome professor [ ].

Conversation and listening

the textbook we used and easy way of teaching by the instructor

my courses

high quality instructors

the teacher's approach to phonetics

teacher's encouragement and ease

excellent instructor and tutor

listening to Spanish

More practice and more vocabulary learnt.

understanding and appreciating cultures in a large global context

writing

Listening to a native speaker on a regular basis

Good instructor

Learning more about how to interpret texts

Intense interest and a very interesting teacher ( )

instruction

practice, explanation by teachers

Practice / exposure

The teacher always speaking in the language being taught

conversations labs

My improvement is a result of [ ]'s exceptional instruction.

my instructor communicating in Spanish

Teaching

Taking initiative with my own education


studying linguistics! ha-ha

teachers patients

a steady course load to help me practice.

Excellent teaching, and keen interest

Going to class and learning...duh.

Conversation

no improvement

Good teaching.

working through the textbook and resource materials outside of class

thinking in the language and repetition

practice

curriculum

having great instructors that teach you these kinds of knowledge

good professors

Continual practice with in-class examples.

lots of study time and clear instruction

great language instructor [ ]

extra studying

good teaching and hard work

discussion in class

the knowledge that was conveyed to me in class

lecture hours and lots of studying

well taught information

having great teachers 25) Please indicate your level of satisfaction with the following resources at Kwantlen for supporting your courses in Modern Languages, Cultural Studies and Linguistics:

availability of information and advice pertaining to MODL, LING and CULT courses and programs Frequency Percent Valid Percent

Cumulative Percent

Valid Very satisfied 23 14.4 18.9 18.9 Somewhat satisfied 49 30.6 40.2 59.0 Neither satisfied nor dissatisfied 22 13.8 18.0 77.0 Somewhat dissatisfied 12 7.5 9.8 86.9 Very dissatisfied 4 2.5 3.3 90.2 Don’t know 12 7.5 9.8 100.0 Total 122 76.3 100.0


availability of information and advice pertaining to degrees and careers in MODL, LING and CULT Frequency Percent Valid Percent

Cumulative Percent




availability in our library of books relevant to Modern Languages, Literatures and Culture, and Linguistics Frequency Percent Valid Percent

Cumulative Percent



availability of print journals pertaining to Modern Languages, Literatures and Culture, and Linguistics Frequency Percent Valid Percent

Cumulative Percent



availability of electronic resources pertaining to Modern Languages, Literatures and Culture including journals, dictionaries etc. Frequency Percent Valid Percent Cumulative Percent



dedicated meeting space to discuss Modern Languages, Linguistics and Culture Frequency Percent Valid Percent Cumulative Percent



dedicated meeting space to practice languages Frequency Percent Valid Percent Cumulative Percent




availability of language and linguistics tutors at the Learning Centres Frequency Percent

Valid Percent

Cumulative Percent



26) Would you recommend Kwantlen's Linguistics, Cultural Studies, and/ or Modern Languages courses to others?


Valid No 17 10.6 13.3 13.3 Yes 111 69.4 86.7 100.0 Total 128 80.0 100.0


27) Why would you recommend / not recommend these courses to others?

With the small class sizes, you learn so much more - and the instructors are so creative with their teaching.

Not fun/interesting (i.e. repetitive class model: read, discuss, exercise, quiz no cultural discussion, field tours or video presentations.) -not motivating (i.e. classmates know the language so they do not exert any effort) -LC tutors and pr

because I enjoyed the course

They contain valuable cultural knowledge that is useful to everyone to some degree in our multicultural society.

I find the instructors to be very high caliber; they are gifted at their craft, and genuinely care about the students at Kwantlen.

Utter dissatisfaction with the prevalence of video conferencing

Very sparse course offerings.

great opportunity to make new friends - gain knowledge about a foreign country

Because they are interesting

A language of any type is required for most degrees or just for fun and the ones taught at Kwantlen, still seem to be one of the most fascinating.

Yes I would recommend the course to others

not sure

they tend to be fun and effective

All skill levels are accommodated

Punjabi- helpful

Professors care about the students

Overall, the Kwantlen language courses are a good foundation for any language learner; however, if a student had an opportunity to study elsewhere, I would recommend UBC because language and culture is taken much more seriously there. Intensive classes are offered all year, and a student may choose to major in a language.

Fun course. Easy to get A.

The courses are fun and you can actually learn things from the courses.

Outstanding French instructor ( ) and lab instructor ( )

I would recommend the instructors I've had, the courses I've taken, and probably the ones I plan to take, but there aren't many available. I do plan to major in linguistics, and possibly minor in Italian, but those options aren't available at Kwantlen.

Courses are interesting, instructors are helpful.

I would recommend a Modern language course to others since learning a new language is opening new horizons in so many walks of life like different culture friends, new jobs, new places to visit(places we otherwise might never think of visiting), different food to eat and of course the new language itself.

no to video conferencing unsatisfactory Yes to instructor

Teachers are excellent and they make learning languages and about languages fun and interesting!

Because I have seen them work effectively to teach.

excellent instructors tutors available

The modern language4 instructors are excellent


I especially recommend Linguistics if people have an interest in learning other languages, as Linguistics helps one understand the mechanics of language.

I would because I think my Spanish teacher is a wonderful teacher and easy to understand.

Great professors.

I need to take another language in order to get my BA and I think it's crazy. I chose French because of what I learned in elementary/high school but it's just a hoop to jump through. I will never use it. Waste of my time and everyone who is forced to do it.

The professors and conversationalists are friendly and knowledgeable and genuinely want to see each and every student succeed. Class sizes allow the professors to interact with every student in the class in the language of study every lecture and not just every once in a while.

The heavy use of online learning. I am skeptical of online learning at the best of days, but the use of it for language instruction is ridiculous. As an ESL instructor, I find the notion you can learn a language over the internet absurd.

The courses are good, and the classes are small. The only problem is that there are not high enough levels offered. French is an official Canadian Language, and we should be focusing on that being available to all students, rather than a language that isn't one of our official languages.

Linguistics with [ ] is awesome.

found it boring and inapplicable to my goals

The professor is wonderful; the conversation instructor is wonderful. Both are willing to help you as they are excited that you are learning their language.

I took the first two levels of French class and enjoyed it.

I have only taken one linguistics course (1300), but I think [ ] rocks. It's one of the few courses I've taken that demands critical thinking/problem solving skills.

For just having covered introductory French, the courses provided much needed exposure to the language that I could not have found without leaving Kwantlen.

I had to take a language as a requirement and found it very difficult, therefore, I would only recommend taking a language for personal interest.

I would recommend it to qualified students because you learn a lot and languages are fun and applicable.

It's fun to learn a new language. It's a different type of learning.

personally they allowed me to take a course other than the science courses i usually take, therefore giving me somewhat a break

My experience in German language has been very positive. I took the introductory course for interest, and am now seeking an education in German studies.

I would recommend the Modern Languages courses to others because it is fascinating learning another language, and at the same time learning about the different cultures who speak the language.

The teachers I've had have been very good, classes are generally fun

The first semester course with [ ] as it's teacher. His teaching were clear and coherent. Whereas, with the second semester teacher, [ ]... it took her a LONG time to make what she was teaching coherent and I felt like I didn't understand her because all the information was EVERYTHING online, in our "course manual" which was incomplete...

I have only taken French. This class needs to develop a new approach.

I would, and have recommended Ling 1100 and 1300 to many people, and the two reasons are that it will improve your understanding of your own language and of all others, and reason number two is [ ], she is incredible to learn from and knows her stuff.

i have many friends learning Punjabi and I think they would find this course very useful

What experience I have had with my modern language teacher/linguistic teacher was very positive.

Because the teachers I´ve had have been terrific, and the courses very interesting.

Professors and helpful and friendly, can be hard markers but that causes a push for you to pay attention and study harder.

Expensive

I took courses in Mandarin and Punjabi. In my Mandarin course I was one of two non-Asian students and in Punjabi I was the only one. I felt that my needs were not recognized in neither course. Both of them were tailored to meet Chinese and Punjabi students’ needs. My Mandarin course professor was teaching at a fast pace because almost all of the students were Chinese (Cantonese) and they already knew Chinese characters. In Punjabi class all students were fluent in Punjabi. They were taking the course to learn how to write as well as to get an easy credit. Even though I am fluent in 14 languages, I struggled in those classes and got a poor mark. It was VERY frustrating and not fair.

Good teaching.

Variety of choices on courses Good instructors

Judging by my instructor and my experience in German, I would say that Kwantlen German courses are very thorough and that the instructors are very knowledgeable and gifted in teaching. I feel like I have developed a very good base of the language.


instructors very passionate and lively

The instructors are excellent and the courses allow proficiency to be developed.

Recommend for the sake of taking a language course. Not recommend because video conferencing is a terrible way to learn a language.

I would recommend cultural studies to others because I think it's a valuable experience to understand different cultures.

Because languages are interesting and I encourage others to learn them, but Kwantlen needs to make it more of a priority before I could recommend it. It could be more of a draw for students if there were more put into it rather than being just elective courses.

easy peasy

It's encouraging, therefore results in very effective learning.

Because it is a great opportunity to learn a different language or excel in a language that you have experience in.

The teacher is very helpful and understands, easy to learn from.

they give an increased understanding to the day to day interactions with the languages around us

Pretty easy to get started great instructors good work environment plenty of areas to study on campus.

it is very fascinating and useful information, and i had a very good instructor

I would recommend the courses because it’s a good way to learn a new language in an easy way.

Smaller classes so that the teacher can pay more attention to the student.

28) What recommendation would you make regarding how we could enhance students’ experiences in Ling / Cust / Mod Lang courses, and why?

More courses! I can't continue taking more here and have to switch to another school.

-for Languages class; separate students with no or relevant experience with the language (ex. none Chinese speaking students MAND 1100 class, and Chinese speaking MAND 1100 class) -Go on field tours, visit temples, museums at least once or watch do

Have more cultural studies not only Japan

It would be helpful to have more once per week, evening or afternoon classes. Many students at Kwantlen are taking courses as their degrees require it. I had to go elsewhere to finish my last language course as the evening section was cancelled.

A Bachelor's program of Asian Studies at Kwantlen would certainly help.

More time with conversation assistants / language TAs, or whatever they're called.

must have some interest in learning new Languages, cultures (open minded)

Create the Asian Studies BA and add classes

Availability of upper-level courses in certain languages is an issue. Also, the partner schools for overseas exchange are not very enticing.

Adding other language courses such as Latin.

More courses at a more varied time. SFU offers 3000 and 4000 levels for Spanish. Kwantlen barely offers anything.

Language/film clubs would be very interesting if there were enough students interested.

take part actively

Allow the option for a student to major in a language. If Kwantlen offered this, I would most likely stay. Start offering intensive courses during the fall and spring semesters for serious students. 2200 and 2201 classes are not actually

Please provide more upper level course. Like for myself, I have already finish taking 3rd year Japanese, but now I have to stop studying, since the school offer no 4th year Japanese. I really hope that we can have more upper level courses, not only the language course, but also the culture studies, which can allow me to learn more.

Increase lab time to 2 hours per week, and have optional drop in times for students who want to practice speaking and listening.

Add more courses!

Take students (say students of Spanish class) out of the class and school to meet a group of people who speak Spanish very well as well as English, but the latter should speak only Spanish with these students, however, help the students if they have a problem like a student does not know how to say a word, so these helpers can assist them. I would recommend this since students would actually have to talk in Spanish with these people. Also, if this is done regularly, students can learn quickly.

Instructor taught classes, and I found I could understand certain aspects of the language when it is being taught by a non-native speaker, as the instructor understood the difficulties having gone through the same learning process.

offer more second year linguistic courses and 3rd year German

give the teacher all the support she/he needs to develop the courses

Provide more classes Provide more 3rd and 4th year classes. Provide an opportunity to complete a B.A. in French Add to your budget money to advertise your programs. Perhaps in magazines or journals.


I highly recommend the creation of more degree programs relating to Linguistics, Cultural Studies, and Modern Languages. Current students will appreciate the wider variety of options, and this will also attract more new students.

Don't force students to learn a language. That would enhance my Kwantlen experience in general.

Expand French language courses through to 4th year studies. Many Kwantlen students taking languages are trying to get into teaching careers, and languages are one of the things setting new teachers apart from the rest and making them employable. Unfortunately, a smattering of 1st and 2nd year French courses is not "good enough" for most of the local school districts when hiring an English speaking teacher who completed an English speaking PDP to teach even basic core French in our local schools.

Eliminate online components of language courses.

Offer more courses!

Create more linguistics courses so you can actually go somewhere with the interest that has been sparked in 1100.

To be fully aware of the commitment to learning a new language prior to attending class; students should be prepared when they come to class.

More homework and more exercises.

Should add Korean as a course being taught

I would be interested in accelerated courses in languages that don't require daily attendance. I'm not interested in going out to a Kwantlen campus 4 or 5 days a week, so I probably won't take a foreign language at Kwantlen, even though I'd enjoy it. I think accelerated courses should be available for any student who has already studied one foreign language.

Don't offer the exact same courses at the exact same times, as this significantly limits students' options as to what courses they can select, assuming there are no schedule conflicts to begin with.

SPAN 1100 and 1101 was almost completely full of people who already knew Spanish and it was quite difficult to keep up with them. As well, I felt that there was not enough time devoted to the concepts and it required a lot of self-teaching. I felt very rushed and don't feel that I was able to enjoy the courses because of severe time restraints. I do feel that I learned a lot, but as for being able to converse with Spanish speaking people, I have not had that opportunity to test my knowledge yet.

It would be nice if you have a designated area/time for people to practice their languages out of class time. In ALL campuses, not just Surrey. Maybe it could be a club?

Offer more course sections because as a Punjabi student, I am very dissatisfied with the availability on Punj 2201 which is keeping from getting my certificate of university level completion for Punjabi

I am not happy with the fact that I would have to transfer to another university if I wanted to further my studies in Spanish or any other language.

REMOVE THE ONLINE COMPONENTS! they help no one, lower everybody's averages, cause a lot of stress, are extremely tedious, and are very easy to cheat on (I'm sure the majority of students copy + paste just to get it over with).

Have a strong and easy format for the material of the class.

I have only taken French. This class needs to develop a new approach. What that approach is? I have no idea, but there needs to be some changes.

More classes for linguistics. Not just more times but more courses. we only have two first year ones and I don't plan on learning another language. I'm solely interested in studying Linguistics, and it forces me to go to another institution to achieve this goal when I would much rather stay at Kwantlen

Offering evening classes

Offer more higher level courses in Modern Language, and if possible offer different languages as well.

Offer more courses and a degree program.

Terminate [ x ], she is the only reason i am not continuing in Modern Languages. I signed up for a course while it said my prof was [ y ], and it was changes to [ x ] at the last minute. [ y ] was a prof who made me want to continue in Modern Languages while [ x ] is the WORST prof i have ever had.

Longer lab times with audio tracks used at some point every time (we do not get to fill out all of our listening part of the workbooks) also a choice of entering a smaller or larger lab environment. More assignments with fellow students to build and share knowledge. Would also like a smaller, quieter environment to meet with tutors.

Field study is too expensive; student cannot afford leaving other courses behind and leave the country for one month especially those who work and go to school at the same time.

I would suggest better screening of the students who take courses or maybe creating separate classes for the students who are complete beginners (like I was) and for those who are already fluent in the language they are studying.

Please do not change instructors without listening to his/her students' opinion

No Olympic Break.

Courses available to study multicultural animation and how it relates to its culture. fieldtrips

Add more French courses.


Add more 1100 and second year courses and make them more available.

Scrap the video-conferencing. It really hinders one's learning especially when it comes to languages. Besides time being wasted on figuring out the technology, it is not a personal experience.

I think we need to have field trips for cultural studies classes because the best way to experience culture is through food and going to places to talk to the people from the culture.

Get rid of video conferencing. There are 4 students at Richmond and 13 in surrey, make the students drive out here. Video conferencing should be a last resort and it is not to the benefit of the students.

Take it! French is good and easy peasy

Require language class packages to have a dictionary of all the vocabulary that students will need to know.

More upper level classes, more awareness of the opportunity for modern languages, offer more languages than the 3-4 that are available right now (like for instance include more European languages, Asian languages.

Put more languages: Korean. You’ll get more students to enroll in these types of courses. and offer the Japanese culture classes in all or at least the Richmond campus because more students here want to learn about that

make more courses of different levels available

I think we need more language tutors in the learning centers. There were no Japanese tutors in Surrey campus this semester, and I found that very disappointing. Last year, I learned so much form the language lab tutors, but I didn't have that ability this year.

Offer more courses and perhaps a degree in Linguistics and other Languages.


Appendix G – German Conversation Lab Survey April 2010

April 15, 2010

Dear Colleagues,

In a survey I conducted with all my 1100 and 1101 students at the end of this spring

term, I asked students whether they would have preferred to take their German

class without a conversation lab.

The response in all three classes was 100% unanimous: NO

I also invited students to provide feedback on their experience in the conversation lab (if they wished). Below you will find their comments relevant to the issue we will discuss on Tuesday.

1100 level:

I thought the labs were really useful.

The labs gave me the opportunity to practice speaking more, and the

instructor was very helpful when it came to pronunciation.

The labs were very helpful for gaining more experience with speaking.

I really enjoyed our labs. It really helped us pronounce things better and get

the personalized attention we needed.

The teacher is very helpful and understanding.

I liked it - very relaxed, nice learning atmosphere

Really enjoyed it.

She was wonderful and helpful.

Excellent conversation labs!

1101 level:

The lab is really important and helpful, so I can ’t stress the importance enough.

The labs helped a lot.

Good time to get extra help and to practice speaking

We need more and longer

labs. Need more lab time.

Liked the labs, helps to

practice Really enjoyed the

labs

Labs are very helpful. It is more one on one.

Useful exercise, particularly for learning colloquial terms

Based on these very clear results, I believe it would be a mistake for German to

give up their conversation labs.

Respectfully, Bea Pires

73

Appendix H – Kwantlen Modern Languages Faculty Survey

Kwantlen Modern Languages Faculty Survey for Program Review 2010

Modern Languages is undertaking a program review for quality assurance. We appreciate your help in this, as you have a key role in providing important information about ways we can develop – as faculty members, as a program, and as a University.

The program review is conducted to assess the effectiveness of the present program and to help direct future development. Please add comments wherever possible, while keeping in mind that the purpose of the Program Review is such that personal comments about individuals are inappropriate; please focus your comments on the program as a whole.

Your participation is completely voluntary, and anonymity will be preserved. The survey is conducted by Kwantlen’s Program Review staff, who will handle the survey data and report responses in aggregate to the Modern Languages department. If you have any questions or concerns about this survey, please contact Danielle Baxter in the Program Review office, at [email protected] or 604-599-3081.

1) On which campus(es) do you regularly teach? Langley Richmond Surrey

2) What is the nature of your employment in Modern Languages at Kwantlen? Full time Contract

3) Please indicate your level of satisfaction with each of the following aspects of our program: Quality of information and advice pertaining to Modern Languages, Linguistics, and Cultural Studies courses, available through:

Very satisfied

Somewhat satisfied



Very dissatisfied

Have not used

Kwantlen website

Educational Advising

4) Placement Processes:

Very satisfied

Somewhat satisfied



Very dissatisfied

Not applicable

Threshold level

Courses with prerequisite(s)

5) One issue I consider a priority regarding admissions procedures is: ____________________ 6) Class scheduling:

Very satisfied

Somewhat satisfied



Very dissatisfied

Not applicable

Scheduling of courses (availability across semesters): Year1/Year2

Scheduling of courses (availability across semesters): Year3

Scheduling of courses (availability across day/evening): Year1/Year2

Scheduling of courses (availability across day/evening): Year 3

Range of course delivery options (e.g. online, mixed mode, face-to-face, etc.)

mailto:[email protected]

74

7) One issue I consider a priority regarding class scheduling is: ______________________ 8) Please indicate your level of satisfaction with each of the following aspects of program resources:

Very satisfied

Somewhat satisfied



Very dissatisfied

Not applicable

Classroom space

Availability of e-classroom space

Conversation class work space

Language lab space

Up to date lab equipment

Up to date software in lab

Office space

Office space for conversationalists

Computer access in offices

Computer access in conversation classes

Space for private discussion

Security of resources

Proximity of Modern Languages colleagues’ offices

Access to campus

9) One issue I consider a priority regarding program resources is: _______________________ 10) Please indicate your level of satisfaction with each of the following aspects of program support:

Very satisfied

Somewhat satisfied



Very dissatisfied

Not applicable

Support from Library

Support from Student Services - Counseling

Support from Learning Centre

Support from Educational Advising

Support from Bookstore re: textbooks

Support from Bookstore re: acquiring other books and resources

Support from IET in classrooms and labs

Support from IET for Moodle

General support from IET (helpdesk, etc.)

Kwantlen Marketing

Program Marketing

Absence of Program Assistant position

Support from Facilities

Copy Centre

Printing Services

11) One issue I consider a priority regarding program support is: ________________________ 12) Please indicate your satisfaction with the following aspects of support from the Library:

Very satisfied

Somewhat satisfied



Very dissatisfied

Not applicable

Placing library materials on reserve

Responses to requests for support of library research

Interlibrary loans of related materials

75

13) Please indicate your satisfaction with availability of each of the following from the Library:

Very satisfied

Somewhat satisfied



Very dissatisfied

Not applicable

Books on related fields for teaching

Journals of related fields for teaching

Electronic resources (online & other media) for teaching

Books on related fields for research and other scholarship

Journals of related fields for research and other scholarship

Electronic resources (online & other media) for research and other scholarship

14) One issue I consider a priority regarding support from the Library is: _______________ 15) Please indicate your satisfaction with the following aspects of support from the Dean’s office:

Very satisfied

Somewhat satisfied



Very dissatisfied

Not applicable

Clerical support

Availability of the Dean

Liaison with other programs

Liaison with administrators outside the Dean’s office

Liaison with support service providers

Availability of the Dean for meetings & calls

Location of the Dean’s office

Input into budget/resources allocation

16) One issue I consider a priority regarding support from the Dean's office: ______________ 17) Please indicate how satisfied you are that Kwantlen's Department of Modern Languages curriculum achieves the following:

Very satisfied

Somewhat satisfied



Very dissatisfied

Not applicable

Fits the needs of students

Is suitable for development of the future degree program

Delivery supports people with learning and physical disabilities

Promotes sustainable use of resources

Is transferrable to other institutions

Keeps pace with new knowledge

Promotes linkage among courses to promote learning

Promotes linkage across semesters to promote learning

Avoids unnecessary duplication

76

18) How satisfied are you that:

Very satisfied

Somewhat satisfied



Very dissatisfied

Not applicable

The variety of course content promotes preparedness for career programs

Individual faculty have input into curriculum

Student evaluation is appropriate

Current departmental curriculum development process is efficient

Current departmental curriculum development process is effective

Current departmental curriculum development process is fair

Current departmental curriculum development process serves future goals of the department

19) How satisfied are you that department curriculum reflects Kwantlen's mission for student success, defined as:

-A commitment to excellence in teaching, scholarship, professionalism -A commitment to innovation in program design and delivery


Somewhat dissatisfied Very dissatisfied Not applicable

20) How satisfied are you that our curriculum covers Kwantlen's Essential Skills? (Refer to

http://www.kwantlen.ca/calendar/generalinfo/get-started/essential_skills.html - link will open in a separate window.)


Somewhat dissatisfied Very dissatisfied Don't know

21) What, if any, areas of the curriculum need revising, and why? ___________________________ 22) If I could add one course to the curriculum, it would be: __________________________________ 23) One issue I consider a priority regarding curriculum: _____________________________________ 24) Please indicate your satisfaction with the following aspects of faculty workload:

Very satisfied

Somewhat satisfied



Very dissatisfied

Not applicable

Workload permits work/life balance

Workload is manageable

Amount of work available to me

The process of assigning faculty to courses is fair

I know my workload for next semester in timely manner

I know my schedule for next semester in timely manner

Workload is appropriate in terms of course prep and research

There are adequate opportunities for time release to do research and writing

Opportunities for participating in professional development on campus are varied

http://www.kwantlen.ca/calendar/generalinfo/get-started/essential_skills.html

77

Opportunities for participating in professional development on campus are accessible

The amount of marking I do is an appropriate part of my workload

The marking I am required to do is appropriate for university courses

I have adequate resources and information to develop new courses

I am being mentored in new courses

The process of selection of faculty for posted positions is adequate

Communication within the department is clear

Departmental organization is inclusive

Departmental organization is equitable

My contribution to the work of the department is recognized and appreciated

My contribution to Kwantlen is recognized and appreciated

Support for research is available through Kwantlen

Professional development is supported adequately

Professional development within department allows for sharing of information among faculty

Professional development is supported equitably

Current departmental planning is effective

Current departmental planning is efficient

25) Approximately how many hours per week do you spend commuting between campuses for your teaching load? Please indicate for each semester.

Less than 1 hour

1 - 2 hours

2 - 3 hours

3 - 4 hours

4 - 5 hours

5 - 6 hours

More than 6 hours

Not applicable

In Fall semester

In Spring semester

In Summer semester

26) One issue I consider a priority regarding faculty workload: _______________________________ 27) How satisfied are you that faculty members, as an educational team, demonstrate the following:

Very satisfied

Somewhat satisfied



Very dissatisfied

Commitment to a common vision

Enthusiasm for collaboration

Respect for one another

Openness to feedback

Flexibility to change

Effective communication

Ongoing professional development

78

28) Please indicate your satisfaction with the following aspects of teamwork and faculty experience:

Very satisfied

Somewhat satisfied



Very dissatisfied

Don't know

As a faculty member I have a role in setting program goals

Faculty members work as a team

Faculty are keeping current in the field

Faculty are keeping current in teaching methods

Faculty meetings adequately cover 'housekeeping' issues

Faculty meetings adequately cover 'big picture' planning

29) I think our greatest strength as a faculty team is: ______________________________________ 30) I think our greatest challenge as a faculty team is: ______________________________________ 31) How satisfied are you that the role of the chair supports program development through teamwork? Very satisfied Somewhat satisfied Neither satisfied nor dissatisfied

Somewhat dissatisfied Very dissatisfied

32) One issue I consider a priority regarding teamwork and faculty experience: ________________ 33) Please indicate your satisfaction overall:

Very satisfied

Somewhat satisfied



Very dissatisfied

As an instructor

That I have the chance to develop my role as a faculty member at Kwantlen

That my work is appreciated

34) I think our greatest strength as a program is: _______________________________________ 35) I think our greatest challenge as a program is: ______________________________________ 36) One issue I’d like to see addressed in the coming year is: _________________________________ Thank you for your participation!


Appendix I – Results of the MODL Faculty Survey 2010

1) On which campus(es) do you regularly teach? Responses


Campuses on which you regularly teach

On which campus(es) do you regularly teach? : Langley 2 8.7% 12.5%

On which campus(es) do you regularly teach? : Richmond 13 56.5% 81.3%

On which campus(es) do you regularly teach? : Surrey 8 34.8% 50.0%

Total 23 100.0% 143.8%

2) Please indicate your level of satisfaction with each of the following aspects of our program: Satisfaction with quality of information and advice pertaining to program courses available through Kwantlen website


Valid Very satisfied 2 12.5 12.5 12.5

Somewhat satisfied 9 56.3 56.3 68.8

Neither satisfied nor dissatisfied 1 6.3 6.3 75.0

Somewhat dissatisfied 3 18.8 18.8 93.8

Have not used 1 6.3 6.3 100.0

Total 16 100.0 100.0

Satisfaction with quality of information and advice pertaining to program courses available through Educational Advising

Frequenc

y Perce

nt Valid

Percent Cumulative

Percent





Have not used 5 31.3 31.3 100.0

Total 16 100.0 100.0

3) Satisfaction with placement processes

threshold level Frequency Percent Valid Percent Cumulative Percent

Valid Somewhat satisfied 9 56.3 56.3 56.3



Very dissatisfied 1 6.3 6.3 87.5

Not applicable 2 12.5 12.5 100.0

Total 16 100.0 100.0

courses with prerequisites Frequency Percent Valid Percent Cumulative Percent






Total 16 100.0 100.0


4) One issue I consider a priority regarding admissions procedures is:

There should be more communication with admission and MODL, and perhaps a better placement on MODL part, to work with students who are native or almost native speakers of a specific language. The work being done so far is more individual, i.e. faculty wise, as oppose to a collaborative departmental work. If the latter, we'll definitely improve how to properly place this type of students that generally look for easy language course they are fluent already.

The ability to drop students who have enrolled in classes that are below their level.

I would like to see higher entry standards into first year courses. Currently there are students who don't have the aptitude, study skills or English language skills to attend university courses.

We don't have a wait-list. When a course become full, we don't know how many more students want to get into the course. It would help us with our Ed. plan.

Those with some foreign language background should not enroll in beginner courses. If they do, they should be aware that they will eventually get bored and, as in most cases, cut class too often.

5) Satisfaction with scheduling:

availability of courses across semesters in year 1 and year 2 Frequency Percent

Valid Percent

Cumulative Percent

Valid Very satisfied 2 12.5 13.3 13.3 Somewhat satisfied 8 50.0 53.3 66.7 Neither satisfied nor dissatisfied 1 6.3 6.7 73.3 Somewhat dissatisfied 4 25.0 26.7 100.0 Total 15 93.8 100.0


availability of courses across semesters in year 3 and year 4 Frequency Percent

Valid Percent

Cumulative Percent

Valid Very satisfied 3 18.8 20.0 20.0 Somewhat satisfied 3 18.8 20.0 40.0 Neither satisfied nor dissatisfied 3 18.8 20.0 60.0

Somewhat dissatisfied 2 12.5 13.3 73.3 Not applicable 4 25.0 26.7 100.0 Total

15 93.8 100.

0


availability of courses across day and evening in year 1 and year 2

Frequency Percent

Valid Percent

Cumulative Percent



availability of courses across day and evening in year 3 and year 4 Frequency Percent

Valid Percent

Cumulative Percent

Valid Very satisfied 4 25.0 26.7 26.7 Somewhat satisfied 2 12.5 13.3 40.0 Neither satisfied nor dissatisfied 4 25.0 26.7 66.7 Somewhat dissatisfied 1 6.3 6.7 73.3 Not applicable 4 25.0 26.7 100.0 Total 15 93.8 100.0



range of course delivery options Frequency Percent

Valid Percent

Cumulative Percent

Valid Very satisfied 3 18.8 20.0 20.0 Somewhat satisfied 3 18.8 20.0 40.0

Neither satisfied nor dissatisfied 4 25.0 26.7 66.7 Somewhat dissatisfied 2 12.5 13.3 80.0 Very dissatisfied 1 6.3 6.7 86.7 Not applicable 2 12.5 13.3 100.0 Total 15 93.8 100.0


6) One issue I consider a priority regarding class scheduling is:

Discourage 3-hour language classes that meet only once a week

As department we need to improve the way we deliver our courses. At this point, we only offer face-to-face courses and video conference that ones that have provide technical problems. More hybrid modes of teaching as well as on-line is a task we need to consider. Our department should also rethink the way we work around individual discipline's timetable. A departmental doing in this regard would improve peer collaboration when working on faculty timetable.

Availability of e-classrooms for those needing computer and projector capability.

We need many more sections as well as instructors. With only one instructor for most areas, it is impossible to balance availability of courses across semesters and within a weekly schedule.

The challenges instructors face in vying for most popular time slots in which to schedule classes. Hopefully, with the new timetable, we'll have more options.

We don't have enough classrooms, so that the number of courses we can schedule in a certain block is limited.

Language learning works best with frequency. Languages classes should preferably meet several times even for shorter periods (4 one-hour classes for instance) during the week.

7) Please indicate your level of satisfaction with each of the following aspects of program resources:

classroom space Frequency Percent

Valid Percent

Cumulative Percent




Total 16 100.0 100.0

space for private discussion Frequency Percent

Valid Percent

Cumulative Percent

Valid Neither satisfied nor dissatisfied 1 6.3 6.3 6.3




Total 16 100.0 100.0

security of resources Frequency Percent

Valid Percent

Cumulative Percent







Total 16 100.0 100.0


proximity of MODL colleagues' offices Frequency Percent

Valid Percent

Cumulative Percent







Total 16 100.0 100.0

access to campus

Frequency Percent Valid

Percent Cumulative

Percent






Total 16 100.0 100.0

e-classroom space


Percent Cumulative

Percent





Total 16 100.0 100.0

conversation class work space


Percent Cumulative

Percent






Total 16 100.0 100.0

language lab space


Percent Cumulative

Percent







Total 16 100.0 100.0

up to date lab equipment


Percent Cumulative

Percent






Total 16 100.0 100.0


up to date software in lab Frequency Percent

Valid Percent

Cumulative Percent






Total 16 100.0 100.0

office space


Percent Cumulative

Percent





Total 16 100.0 100.0

office space for conversationalists


Percent Cumulative

Percent

Valid Neither satisfied nor dissatisfied 2 12.5 12.5 12.5




Total 16 100.0 100.0

computer access in offices


Percent Cumulative

Percent






Total 16 100.0 100.0

computer access in conversation classes


Percent Cumulative

Percent






Total 16 100.0 100.0

8) One issue I consider a priority regarding program resources is:

Office space for faculty and students. As faculty, especially in the current shift of Kwantlen as a new university, we need to have individual offices to work efficiently and productively. The constant distractions that implies to share office, not to say to little privacy we provide to students is really affecting the way we, as MODL, provide service and produce as professionals.

Office space is quite limited

More space.

We desperately need more office space. With up to four people sharing an office, there is no privacy, no space to store books and papers, no peace to work.

We need more offices and office space. We also need a room when we need to talk to a student privately.

A Macintosh alternative or at least compatibility

Office space

The conversation classes are often scheduled in rooms that don't permit the use of audiovisual materials. This can sometimes be very constraining.


9) Please indicate your level of satisfaction with each of the following aspects of program support:

library Frequency Percent

Valid Percent

Cumulative Percent





Total 16 100.0 100.0

absence of Program Assistant position


Percent Cumulative

Percent






Total 16 100.0 100.0

from Facilities


Percent Cumulative

Percent






Total 16 100.0 100.0

copy centre


Percent Cumulative

Percent





Total 16 100.0 100.0

printing services


Percent Cumulative

Percent

Valid Very satisfied 5 31.3 33.3 33.3 Somewhat satisfied 8 50.0 53.3 86.7 Not applicable 2 12.5 13.3 100.0 Total 15 93.8 100.0


Total 16 100.0

general support from IET; helpdesk etc.


Percent Cumulative

Percent




Total 16 100.0 100.0


student services - Counseling Frequency Percent

Valid Percent

Cumulative Percent





Total 16 100.0 100.0

Learning Centre Frequency Percent

Valid Percent

Cumulative Percent







Total 16 100.0 100.0

Educational Advising


Percent Cumulative

Percent





Total 16 100.0 100.0

bookstore re textbooks


Percent Cumulative

Percent




Total 16 100.0 100.0

bookstore re other books and resources


Percent Cumulative

Percent





Total 16 100.0 100.0

IET for classrooms and labs


Percent Cumulative

Percent




Total 16 100.0 100.0

IET for Moodle Frequency Percent

Valid Percent

Cumulative Percent






Total 16 100.0 100.0


Kwantlen marketing Frequency Percent

Valid Percent

Cumulative Percent







Total 16 100.0 100.0

program marketing


Percent Cumulative

Percent

Valid Somewhat satisfied 2 12.5 13.3 13.3 Neither satisfied nor dissatisfied 3 18.8 20.0 33.3 Somewhat dissatisfied 6 37.5 40.0 73.3 Very dissatisfied 2 12.5 13.3 86.7 Not applicable 2 12.5 13.3 100.0 Total 15 93.8 100.0


10) One issue I consider a priority regarding program support is:

We need to become more professional as to promote our courses/program. KPU is no longer a transfer institution. We need to update our faculty profile and individual language website with a more academic language and message. We need to see ourselves as an institution of choice for students to study a career and that starts from the message we send to our target community.

Facilities support could be improved

Better coordination between programs and educational advising.

There are two: 1) More and better photocopiers on every campus. 2) Less administrative work - the chair's position much more demanding than the course release offered for it and with the new university status too many new committees are arising in need of voluntary representation. There are not enough of us to go around.

Support from Kwantlen Marketing

Support from facilities regarding broken photocopiers etc.

Photocopy machine (very unstable)

Helpful library staff and the availability of films and other audiovisual materials

11) Satisfaction with library support:

placing materials on reserve Frequency Percent

Valid Percent

Cumulative Percent





Total 16 100.0 100.0

responses to requests for support of library research


Percent Cumulative

Percent





Total 16 100.0 100.0


interlibrary loans of related materials Frequency Percent

Valid Percent

Cumulative Percent

Valid Very satisfied 5 31.3 33.3 33.3 Somewhat satisfied 2 12.5 13.3 46.7 Neither satisfied nor dissatisfied 5 31.3 33.3 80.0 Not applicable 3 18.8 20.0 100.0 Total 15 93.8 100.0


12) Satisfaction with library availability:

books on related fields for teaching Frequency Percent

Valid Percent

Cumulative Percent






Total 16 100.0 100.0

journals on related fields for teaching


Percent Cumulative

Percent






Total 16 100.0 100.0

electronic resources online and other for teaching


Percent Cumulative

Percent





Total 16 100.0 100.0

books on related fields for research and other scholarship


Percent Cumulative

Percent






Total 16 100.0 100.0

journals on related fields for research and other scholarship


Percent Cumulative

Percent






Total 16 100.0 100.0


electronic resources online and other media for research and other scholarship Frequency Percent

Valid Percent

Cumulative Percent






Total 16

100.0

100.0

13) One issue I consider a priority regarding support from the Library is:

The office of Research and scholarly at Kwantlen to disseminate the importance of research work in our profession. As an active researcher I need more support on books and journals to conduct research. I like the idea of having become part of a Canadian library network for interloan material and use in other libraries through a card. Although this is a great achievement, our library needs to become more research oriented in its material too.

Resources could be improved generally but considering size of university are satisfactory

Keep funding our acquisitions, even if it will take us a number of years to build the courses required to get students reading the materials.

Willingness of the library to purchase materials from local vendors, recommended by instructors.

Clarity on DVD (movie) viewing rights

14) Please indicate your satisfaction with the following aspects of support from the Dean’s office:

clerical support Frequency Percent

Valid Percent

Cumulative Percent

Valid Very satisfied 5 31.3 33.3 33.3 Somewhat satisfied 7 43.8 46.7 80.0

Neither satisfied nor dissatisfied 2 12.5 13.3 93.3 Somewhat dissatisfied 1 6.3 6.7 100.0 Total 15 93.8 100.0


availability of the Dean


Percent Cumulative

Percent



Total 16 100.0

liaison with other programs


Percent Cumulative

Percent



Total 16 100.0


liaison with administrators outside the Dean’s office Frequency Percent

Valid Percent

Cumulative Percent



liaison with support service providers


Percent Cumulative

Percent



availability of the Dean for meetings and calls


Percent Cumulative

Percent



location of the Dean


Percent Cumulative

Percent





Total 16 100.0 100.0

input into budget and resources allocation


Percent Cumulative

Percent



15) One issue I consider a priority regarding support from the Dean's office:

The office of humanities needs to make some improvement in the website. For example, the office of Social Sciences has a link for faculty to get informed on government grants, Kwantlen research opportunities and events that can be of interest of faculty actively in work other than teaching. I believe this is an essential part of becoming more academic and I'd like to find direct support on this aspect from my Dean's office and eliminate the time I invest in looking for this information on other sites at Kwantlen and elsewhere.

Interdisciplinarity should be better encouraged/supported


We need permanence in the Dean's position - continuous change has disrupted and confused many initiatives and caused needless mistakes.

The department's budget is dwindling.

16) Please indicate how satisfied you are that Kwantlen's Department of Modern Languages curriculum achieves the following:

Satisfaction that curriculum fits the needs of students Frequency Percent

Valid Percent

Cumulative Percent



Satisfaction that curriculum is suitable for development of the future degree program Frequency Percent Valid Percent

Cumulative Percent

Valid Very satisfied 1 6.3 7.1 7.1 Somewhat satisfied 8 50.0 57.1 64.3 Somewhat dissatisfied 5 31.3 35.7 100.0 Total 14 87.5 100.0


Satisfaction that curriculum delivery supports people with learning and physical disabilities Frequency Percent Valid Percent

Cumulative Percent



Satisfaction that curriculum promotes sustainable use of resources Frequency Percent Valid Percent

Cumulative Percent



Satisfaction that curriculum is transferrable to other institutions Frequency Percent Valid Percent

Cumulative Percent




Satisfaction that curriculum keeps pace with new knowledge Frequency Percent Valid Percent

Cumulative Percent



Total 16 100.0

Satisfaction that curriculum promotes linkage between courses to promote learning Frequency Percent Valid Percent

Cumulative Percent



Satisfaction that curriculum promotes linkage across semesters to promote learning Frequency Percent Valid Percent

Cumulative Percent



Satisfaction that curriculum avoids unnecessary duplication Frequency Percent Valid Percent

Cumulative Percent



17) How satisfied are you that:

The variety of course content promotes preparedness for career programs Frequency Percent Valid Percent Cumulative Percent




That individual faculty have input into curriculum Frequency Percent Valid Percent Cumulative Percent



That student evaluation is appropriate


Percent Cumulative

Percent

Valid Very satisfied 3 18.8 21.4 21.4 Somewhat satisfied 3 18.8 21.4 42.9 Neither satisfied nor dissatisfied 4 25.0 28.6 71.4 Somewhat dissatisfied 3 18.8 21.4 92.9 Very dissatisfied 1 6.3 7.1 100.0 Total 14 87.5 100.0


That current departmental curriculum development process is efficient Frequency Percent

Valid Percent

Cumulative Percent



That current departmental curriculum development process is effective Frequency Percent

Valid Percent

Cumulative Percent



Total 16 100.0

That current departmental curriculum development process is fair Frequency Percent Valid Percent Cumulative Percent




That current departmental curriculum development process serves future goals of the department Frequency Percent Valid Percent Cumulative Percent



18) How satisfied are you that department curriculum reflects Kwantlen's mission for student success, defined as: A commitment to excellence in teaching, scholarship, professionalism

A commitment to innovation in program design and delivery




19) How satisfied are you that our curriculum covers Kwantlen's Essential Skills? (Refer to

http://www.kwantlen.ca/calendar/generalinfo/get-started/essentialskills.html - link will open in a separate window.)




20) What, if any, areas of the curriculum need revising, and why?

new course development should fit into the department's objectives for program development and not just be based on individual faculty interest

We are currently in the process of developing a Minor. With this I'm hoping we'll cover the need of some students that are really interested in having a degree with us. Covering the need of students is important and I'm hoping that this area will improve with the offering of a Minor. 2. I am not convinced we are very efficient with the process of curriculum development. It seems to be working at a individual basis (i.e languages), but I believe we need to work more cooperatively with curriculum development so that we feel more connected with what we are doing and offering as department (and not as language disciplines).

curriculum development process is unwieldy/overly and unnecessarily complex (not department's fault nor specifically a curriculum/course issue);

We need upper level courses in most areas in order to prepare for our Minor.

more interdisciplinary courses

21) If I could add one course to the curriculum, it would be:

a secure 2nd-year German course

LING 3xxx: Multilingualism

Introduction to Punjabi literature.

3rd- or 4th-year course


http://www.kwantlen.ca/calendar/generalinfo/get-started/essentialskills.html


22) One issue I consider a priority regarding curriculum:

No new course proposals should be sent to the Humanities Curriculum Committee without discussion and approval by the whole department

It is to launch our Minor and find our way as an academic department that offers degree choices.

i'd like to see clear and universal departmental identity implemented especially regarding pedegogy as this would have a positive effect on curriculum development moving forward

Course release time for curriculum development, in a fair and equitable manner (positions posted BEFORE hand, the same compensation for all).

We need to develop more courses so that we can develop a degree program.


23) Please indicate your satisfaction with the following aspects of faculty workload:

Satisfaction that workload permits work life balance Frequency Percent Valid Percent Cumulative Percent

Valid Very satisfied 3 18.8 21.4 21.4 Somewhat satisfied 3 18.8 21.4 42.9 Neither satisfied nor dissatisfied 5 31.3 35.7 78.6 Very dissatisfied 3 18.8 21.4 100.0 Total 14 87.5 100.0


Satisfaction that the marking I am required to do is appropriate for university courses Frequency Percent

Valid Percent

Cumulative Percent

Valid Very satisfied 3 18.8 21.4 21.4 Somewhat satisfied 7 43.8 50.0 71.4 Neither satisfied nor dissatisfied 3 18.8 21.4 92.9 Very dissatisfied 1 6.3 7.1 100.0 Total 14 87.5 100.0


Satisfaction that I have adequate resources and information to develop new courses Frequency Percent Valid Percent Cumulative Percent



Satisfaction that I am being mentored in new courses Frequency Percent Valid Percent Cumulative Percent




Satisfaction that the process for selection of faculty for posted positions is adequate Frequency Percent Valid Percent Cumulative Percent



Satisfaction that communication within the department is clear Frequency Percent Valid Percent Cumulative Percent



Satisfaction that departmental organization is inclusive Frequency Percent Valid Percent Cumulative Percent



Satisfaction that departmental organization is equitable Frequency Percent Valid Percent Cumulative Percent



Satisfaction that my contribution to the work of the department is recognized and appreciated Frequency Percent Valid Percent Cumulative Percent




Satisfaction that my contribution to Kwantlen is recognized and appreciated Frequency Percent Valid Percent Cumulative Percent



Satisfaction that support for research is available through Kwantlen Frequency Percent Valid Percent Cumulative Percent



Satisfaction that workload is manageable Frequency Percent Valid Percent Cumulative Percent



Satisfaction that professional development is supported adequately Frequency Percent Valid Percent Cumulative Percent



Satisfaction that professional development within department allows for sharing of information among faculty Frequency Percent Valid Percent Cumulative Percent




Satisfaction that current departmental planning is effective Frequency Percent Valid Percent Cumulative Percent



Satisfaction that opportunities for participating in professional development on campus are accessible Frequency Percent Valid Percent Cumulative Percent



Satisfaction that professional development is supported equitably Frequency Percent Valid Percent Cumulative Percent



Satisfaction that current departmental planning is efficient Frequency Percent Valid Percent Cumulative Percent



Satisfaction with work available to me Frequency Percent Valid Percent Cumulative Percent




Satisfaction that the process of assigning faculty to courses is fair Frequency Percent Valid Percent Cumulative Percent



Satisfaction that I know my workload for next semester in a timely manner Frequency Percent Valid Percent Cumulative Percent



Satisfaction that I know my schedule for next semester in a timely manner Frequency Percent Valid Percent Cumulative Percent



Satisfaction that workload is appropriate in terms of course prep and research Frequency Percent Valid Percent Cumulative Percent



Satisfaction that there are adequate opportunities for time release to do research and writing Frequency Percent Valid Percent Cumulative Percent




Satisfaction that opportunities for participating in professional development on campus are varied Frequency Percent Valid Percent Cumulative Percent



Satisfaction that the amount of marking I do is an appropriate part of my workload Frequency Percent Valid Percent Cumulative Percent



24) Approximately how many hours per week do you spend commuting between campuses for your teaching load?

Please indicate for each semester.

in Fall semester Frequency Percent Valid Percent Cumulative Percent

Valid 1 - 2 hours 3 18.8 23.1 23.1 2 - 3 hours 2 12.5 15.4 38.5 3 - 4 hours 2 12.5 15.4 53.8 Not applicable 6 37.5 46.2 100.0 Total 13 81.3 100.0


in Spring semester Frequency Percent Valid Percent Cumulative Percent

Valid Less than 1 hour 1 6.3 7.7 7.7 1 - 2 hours 3 18.8 23.1 30.8 2 - 3 hours 2 12.5 15.4 46.2 Not applicable 7 43.8 53.8 100.0 Total 13 81.3 100.0


in Summer semester Frequency Percent Valid Percent Cumulative Percent

Valid Less than 1 hour 2 12.5 14.3 14.3 2 - 3 hours 1 6.3 7.1 21.4 More than 6 hours 1 6.3 7.1 28.6 Not applicable 10 62.5 71.4 100.0 Total 14 87.5 100.0


25) One issue I consider a priority regarding faculty workload:

No responses.


26) How satisfied are you that faculty members, as an educational team, demonstrate the following:

Satisfaction that faculty as an educational team demonstrate commitment to a common vision Frequency Percent Valid Percent

Cumulative Percent



Satisfaction that faculty as an educational team demonstrate enthusiasm for collaboration Frequency Percent Valid Percent

Cumulative Percent



Satisfaction that faculty as an educational team demonstrate respect for one another Frequency Percent Valid Percent

Cumulative Percent

Valid Very satisfied 4 25.0 28.6 28.6 Somewhat satisfied 6 37.5 42.9 71.4 Neither satisfied nor dissatisfied 4 25.0 28.6 100.0 Total 14 87.5 100.0


Satisfaction that faculty as an educational team demonstrate openness to feedback Frequency Percent

Valid Percent

Cumulative Percent



Satisfaction that faculty as an educational team demonstrate flexibility to change Frequency Percent

Valid Percent

Cumulative Percent



Satisfaction that faculty as an educational team demonstrate effective communication Frequency Percent

Valid Percent

Cumulative Percent




Satisfaction that faculty as an educational team demonstrate ongoing professional development Frequency Percent

Valid Percent

Cumulative Percent



27) Please indicate your satisfaction with the following aspects of teamwork and faculty experience:

Satisfaction that as a faculty member I have a role in setting program goals Frequency Percent Valid Percent

Cumulative Percent

Valid Very satisfied 4 25.0 28.6 28.6 Somewhat satisfied 6 37.5 42.9 71.4 Neither satisfied nor dissatisfied 3 18.8 21.4 92.9 Don’t know 1 6.3 7.1 100.0 Total 14 87.5 100.0


Satisfaction that faculty members work as a team

Frequency Percent Valid Percent Cumulative

Percent

Valid Very satisfied 4 25.0 28.6 28.6 Somewhat satisfied 4 25.0 28.6 57.1 Neither satisfied nor dissatisfied 2 12.5 14.3 71.4 Somewhat dissatisfied 3 18.8 21.4 92.9 Don’t know 1 6.3 7.1 100.0 Total 14 87.5 100.0


Total 16 100.0

Satisfaction that faculty are keeping current in the field

Frequency Percent Valid Percent Cumulative

Percent



Satisfaction that faculty are keeping current in teaching methods Frequency Percent Valid Percent

Cumulative Percent




Satisfaction that faculty meetings adequately cover housekeeping issues Frequency Percent Valid Percent

Cumulative Percent



Satisfaction that faculty meetings adequately cover big picture planning Frequency Percent Valid Percent

Cumulative Percent

Valid Very satisfied 3 18.8 21.4 21.4 Somewhat satisfied 7 43.8 50.0 71.4 Neither satisfied nor dissatisfied 2 12.5 14.3 85.7 Very dissatisfied 1 6.3 7.1 92.9 Don’t know 1 6.3 7.1 100.0 Total 14 87.5 100.0


28) I think our greatest strength as a faculty team is:

Diversity of backgrounds and experience

The international component we can provide to our courses/programs and the contributions of this strength to Kwantlen as a new university with a strong international vision.

Respect for other faculty members.

We truly care about our students and work very hard for their good, even when we disagree about what that means.

The desire to grow

Our willingness to work with each other and hear each other’s opinions

We are all committed to students' learning.

Friendly

29) I think our greatest challenge as a faculty team is:

Wearing one hat and think as a department instead of a number of subdisciplines

To go beyond our own disciplines and set up common grown for growth and sense of identity for the department as a whole.

Communication and community -- we don't share common vision; a culture of my discipline first still exists to a certain degree and we'd be stronger without it

To agree on what the identity of our department should be.

So far we have failed to agree on what our department's purpose in life is. We have sought for MODL for several years without much progress.

Communication

Identifying as language teachers in a common mission, rather than a group of people who teach and advocate for their own languages.

Financial support

30) How satisfied are you that the role of the chair supports program development through teamwork?


Cumulative Percent




31) One issue I consider a priority regarding teamwork and faculty experience:

It is to be constantly reminded of this collaborative work so that leadership language can influence faculty's thought patterns that up to day are too discipline oriented.

Countering the greatest challenge outlined above

We need more opportunities to communicate than department meetings which are always packed with content. We should have more opportunities to share our teaching, research, etc. We might even just socialize - if we weren't overloaded with teaching, administration and trying to do research.

To respect each other as equal colleagues and appreciate that it is not content knowledge but pedagogical knowledge that makes a language educator.

Mutual respect

32) Please indicate your satisfaction overall:

Satisfaction overall as an instructor Frequency Percent

Valid Percent

Cumulative Percent

Valid Very satisfied 5 31.3 35.7 35.7 Somewhat satisfied 9 56.3 64.3 100.0 Total 14 87.5 100.0


Satisfaction that I have the chance to develop my role as a

faculty member at Kwantlen Frequency Percent Valid

Percent Cumulative

Percent



Satisfaction that my work is appreciated


Cumulative Percent



33) I think our greatest strength as a program is:

faculty commitment to institution

The flexibility we can provide to the community we serve and the sense of internationalism our graduates can be ready to put in practice in their job choice.

current chair's attitude and commitment is appreciated; quality of teaching is generally high

our commitment to multi-cultural awareness.

Our caring, professional and multicultural faculty. We are dedicated, sometimes too stubborn, represent most corners of the globe, and are determined to enlighten the students.

to be willing to challenge ourselves

The variety of courses we offer to students and the high quality of instruction, especially with the added conversation classes.

offering and developing a variety of courses in language and culture

flexible

34) I think our greatest challenge as a program is:

lack of funding for necessary growth to sustain a minor / major in Languages and Culture

To find a more cohesive identity that it motivates us all to develop a curriculum grounded in a sense of interdisciplinarity.

developing a clear identity, clear and shared pedagogical goals, and a closer more supportive community identity -- much good will develop once we have this; we need to better develop a research profile


To offer program consistency across languages.

To develop a common identity and a curriculum that reflects this.

to develop a BA in Modern Languages

Dealing with oft-cancelled courses when enrollment is on the borderline; and having to deal with an "unfair" workload (4 courses/semester versus 3/semester)

finding common ground as a department, and having not enough financial support to offer courses as well as to develop new courses

continued cooperation

35) One issue I’d like to see addressed in the coming year is:

Increased flexibility regarding class size

To increase communication within the department that is pertinent to: a) work equity b) collaboration c) program development with high academic standard and excellence

We should work on the above

Our degree program (be it Minor or Major): to get a proposal out, to get support for it, and to generate sufficient funding for us to get started.

A clear focus on where our minor is heading.

To develop a climate of mutual respect and excitement about mission of the department

More courses made available to students


Appendix J – Letters of Support


Appendix K – Application for Minor in Language and Culture

Application for Minor in Language and Culture

Full Program Proposal

Bachelor of Arts, Minor in Language and Culture

This document is separate from and accompanies the MODL Program Self Study.

The complete proposal may be obtained by email from the Modern Languages department.

Documents

SSCPR Agenda - November 23 2011