Degree Program Assessment Reports

MA in SLS

All students graduating with the MA in SLS will achieve the following learning outcomes:

1. Knowledge Base of Second Language Studies.

Our graduates will develop familiarity with topics and concepts fundamental to the broad knowledge base of the field of Second Language Studies, including: (a) the scope of issues and methods in applied linguistics, (b) linguistic analysis, (c) second language acquisition, and (c) sociolinguistics. They will also understand how their own interests in SLS relate to the larger academic, educational, and sociopolitical contexts of the discipline.

2. Utilization of Research.

Our graduates will be able to access, understand, and critically evaluate the current SLS research literature and engage in systematic investigation of topics and concepts in the SLS knowledge base to inform their own and others' professional practices.

3. Professionalism.

Our graduates will acquire the disposition to continue professional development for the duration of their careers, seeking increased knowledge of themselves and the discipline while remaining flexible and open to change. To do so, they will acquire the skills to communicate and interact effectively with their colleagues, in order to promote effective and ethical professional environments. In addition, our graduates will be able to communicate skillfully about their SLS work, both orally (e.g., at work or professional meetings) and in writing (e.g., through in-house reports and/or articles in professional newsletters and journals).

For students pursuing one of the five MA in SLS specializations, additional learning outcomes are associated with each. [Available upon request, but not included here due to length]

The program strives to maintain a balance between theoretical and practical concerns by requiring courses that are concerned with linguistic, psychological and sociocultural aspects of language as well as those which treat the methodological and practical aspects of language learning and teaching. By stressing the interdependence of theory and practice, we cultivate in our students the intellectual basis for an understanding of principles that will help guide them in their future careers. Graduates of the MA program are able to assume key positions in a number of areas of applied linguistics, including teaching (both public and private sectors in the United States and abroad), teacher education, administration, research, evaluation, and materials writing. A substantial number of students have continued their graduate training in doctoral programs.

All three (see Question #1)

As usual (see previous reports), we wanted to monitor our MA students progress and satisfaction with the program as well as the accomplishments of our students, faculty, and alumni.

We have no idea what this question means.

If we must give an answer let it be: Many hundred persons were involved in dozens of processes.

Within the SLS Department, diverse users interpret diverse assessment-based information about MA student learning for diverse purposes. Following is a brief summary of the primary intended users of assessments:

1. Individual Students: Students interpret class-based and project-based assessment (including feedback and grades) as an indication of the extent to which their work is approximating the academic and professional norms of the SLS discipline and the high expectations of the SLS department. Via assessment, students come to realize their accomplishments as well as gaps in their on-going development, and they are enabled to focus their energies on closely articulated learning targets that make sense for the individualized paths that they take through the three graduate programs in SLS.

2. Individual Faculty: Individual faculty members of SLS interpret class-based and project-based assessment data as an indication of the extent to which their courses are effectively fostering student learning towards specific targeted outcomes. Additionally, faculty interpret mid-semester and end-of-semester course evaluation data as an important indicator of the aspects of course design and delivery which are functioning as intended and those which may be in need of adjustment. Interpretations of assessment data here are about course and instructor contribution to learning outcomes, rather than merely about student achievement of learning outcomes.

3. Staff and Administration of SLS: The Department Chair, the Graduate Chair, and the Graduate Advisor interpret course grades, scholarly paper/thesis, and other requirement completion data for adjudicating final graduation decisions about individual students.

4. Scholarly Paper and Thesis Committees: These committees of 2-5 faculty members utilize major scholarly work requirements as a means for: (a) promoting a professional-grade research, writing, feedback, and final product cycle; and (b) ensuring that SLS students graduate with professional capabilities sufficient to their individualized needs and reflective of the high standards of the department. The committees work in unison to interpret the extent to which students’ research and writing reflect professional disciplinary standards for publishable and worthwhile scholarly research on topics of importance to second language studies.

5. The entire Graduate Faculty: The graduate faculty of SLS meets on a regular basis (once a semester) to review overall student progress in each of the three programs. As a group, the faculty reviews the key sources of assessment data (focusing on students’ progress towards degree completion, scholarly productivity, and attitudes towards courses and requirements) with an eye towards: (a) identifying individual students who may not be meeting expectations, with the intent of providing feedback to those students; and (b) any apparent patterns of progress or lack of progress towards key learning outcomes, such that needed larger-scale program and course changes may be identified. In addition, the results of the Fall 2009 and Winter/Spring/Fall 2010 LLL Program Graduate Survey were analyzed, statistically for the quantitative questions and thematically for the qualitative questions. These results were presented and discussed at the September 2010 meeting of our Graduate Faculty and were presented and discussed at a brown bag session led by the SLS Department Chair and Graduate Chair.

6. The Departmental Assessment Committee: The three-member assessment committee reviews and interprets all forms of assessment activities for three basic purposes: (a) to make recommendations on revisions/additions to existing assessment practices, where needed for acquiring more valid and/or useful data; (b) to make recommendations regarding areas in need of attention in program/curriculum/course design to the Departmental Personnel and Policy Committee; and (c) to construct annual reports about assessment activities for audiences outside of the SLS Department (e.g., the Associate Dean and Dean of the College of LLL, the VCAA).

7. The Departmental Personnel and Policy Committee: As the primary decision-making body of the Department of SLS, the DPPC regularly receives reports on priority assessment findings and adjudicates needed responses. Generally speaking, the DPPC interprets assessment data in terms of their purview, including: (a) potential areas of expertise in need of enhancement (e.g., through the hiring of new faculty or instructors); (b) structural changes that might enhance student learning and outcomes achievement (e.g., adaptations to degree-program requirements or course offerings); and (c) recommendations for new assessment data to be collected as needed (e.g., the collection of students’ professional publication and presentation data, for tracking of scholarly productivity).