Exhibit 2.4.G.8.B Secondary Foreign Languages BS/MAT Comprehensive Data Analysis Report

Exhibit 2.4.g.8.b Secondary Foreign Languages BS/MAT Comprehensive Data Analysis Report (DAR) Summary 2011-2013

1. Have the change(s) in response to data that you documented last year had the desired effect on your program? Please provide specifics referencing prior changes that you submitted in [AY 2008-2009].

Since the Towson University Foreign Language Department earned national recognition from ACTFL in spring 2010, faculty have continued to monitor student outcomes in accordance with the practices laid out to gain that recognition.

2. What significant findings emerge from your examination of these data?

Concerns expressed in last year’s report regarding candidates’ speaking skills throughout their teacher preparation program have been addressed through continuing emphasis on the importance of study abroad when possible. Faculty have introduced new short-term programs in Argentina and China which will run for the first time in the current academic year. Candidates continue to be urged to consider more direct contact with the target language community; efforts have included the introduction of a service-learning course in Spanish and the creation of a weekly Chinese Corner in which candidates can both practice their speaking and writing skills and serve as facilitators for less advanced students of Chinese language.

The availability of state-of-the-art foreign language laboratories since fall 2009 have given candidates for whom study abroad is not feasible because of time and financial restraints opportunities for enhanced pedagogical activities. Faculty believe that this access yields improved results.

3. How have you involved faculty in your identification of the implications of these data?

Monthly departmental faculty meetings, in addition to language-specific section meetings of full-time and adjunct faculty, include monthly reports focusing on candidates’ progress in development of speaking and writing skills. The sharing of information assists in early and more intensive intervention, and allows faculty to direct students to institutional and community resources for greater exposure to potential target language opportunities.

4. What specific actions will you take in response to these data?

Information on Maryland scholarship programs for undergraduate and graduate students seeking teacher certification in Spanish, identified by the state as a critical needs area, is disseminated to all majors in Spanish via email. One certified OPI examiner recently left the Spanish faculty, but another faculty member in Spanish is currently completing OPI examiner training. This keeps the department’s number of examiners at three (two Spanish, one French). Individual reports regarding teaching candidates’ written and oral target language skills are submitted to Foreign Languages coordinator by full time faculty to more closely monitor progress.

In addition, assigned work in the language laboratory outside of classroom instruction, emphasizing the productive skills of reading and writing, continues to be implemented in course curriculum required of all teaching candidates.

As noted in last year’s report, concerns from ACTFL regarding assessments 3 and 5 were addressed and thus ACTFL approved and granted national recognition to the TU Foreign Language Department. Though we have not yet implemented any further changes, we are currently working on incorporating assessment 7, as suggested by ACTFL.

Regarding previous concerns expressed by instructors regarding candidates’ speaking skills throughout their teacher preparation program, candidates continue to be urged to consider more direct contact with the target language community and greater exposure to target language resources. This would provide TL input for targeted oral and writing skill improvement.

Results clearly demonstrate that candidates who participate in a one- or two- semester study abroad program in the target language (TL) culture and its community of speakers perform significantly higher than those who did not incorporate such an experience in their undergraduate program.

There are a number of resources available for those students who identify time and financial restrains to the study abroad program. Among these resources, access to pedagogical activities in a recently build language lab both in and out of class should yield improved results. In addition, instituted and mandatory attendance at collaborative in-house faculty training workshops on techniques designed to improve students’ speaking abilities should also produce more positive results in the future.

Emphasis has continued to be placed on the acquisition of target language speaking and writing skills for FL teacher candidates. TU FL faculty is aware of the importance to strongly advocate study abroad programs. Department wide meetings with full and part-time teaching staff in German, French and Spanish, in addition to language-specific section meetings include monthly reports focusing on the progress in development of speaking and writing skills. Sharing of information assists in early and more intensive intervention and directing students to those instructional, departmental, university and community resources to provide greater exposure to potential TL resources.

Continuing the work implemented during the last Academic Year 2010-2011, information on Maryland scholarship programs for undergraduate and graduate students seeking teacher certification in Spanish, identified by the state as a critical needs area, is disseminated to all majors in Spanish via email.

Another faculty member is in the last steps to obtain ACTFL certification to administer the OPI and will assist the three ACTFL-certified OPI raters. Individual reports regarding teaching candidates written and oral target language skills are submitted to the FL coordinator by full time faculty to continue to monitor progress in the TL acquisition. In addition, assigned work in language laboratory outside of classroom instruction emphasizing productive skills namely, reading and writing has been implemented in course curriculum required of all teaching candidates.

Rubrics for Assessment #7 have been updated and now they include more qualitative language. Also, the possibility of modifying the “Letter” option for Assessment #7 is being considered, as candidates seem to show a high preference for the “Brochure” option over the “Letter” option.

Most efforts are currently focused on addressing ACTFL’s concerns in their past evaluation of the program in order to continue to be nationally certified.

Regarding previous concerns expressed by instructors regarding candidates’ speaking skills throughout their teacher preparation program, candidates continue to be urged to consider more direct contact with the target language community and greater exposure to target language resources. This would provide TL input for targeted oral and writing skill improvement.

Results continue to demonstrate that candidates who participate in a one- or two- semester study abroad program in the target language (TL) culture and its community of speakers perform significantly higher than those who did not incorporate such an experience in their undergraduate program. This is expected to be an important aspect of each candidate’s education with the implementation of a higher proficiency requirement for the Oral Proficiency Interview test. All teacher candidates in a foreign language continue to meet or exceed both MSDE and ACTFL standards.

TU FL faculty is aware of the importance to strongly advocate study abroad programs. For this reason, we have been working on expanding the possibilities for candidates to study abroad.

Also, emphasis has continued to be placed on the acquisition of target language speaking and writing skills for FL teacher candidates. Department wide meetings with full and part-time teaching staff, in addition to language-specific section meetings, include monthly reports focusing on the progress of each individual teacher candidate in the areas of linguistic analysis, linguistic competence, and cultural and literary awareness with an emphasis on diversity.

Continuing the work implemented during previous academic years, information on Maryland scholarship programs for undergraduate and graduate students seeking teacher certification in Spanish, identified by the state as a critical needs area, is disseminated to all majors in Spanish via email.

Beginning in AY 2013-2014, the Department of Foreign Languages will offer teacher candidates the possibility of taking the Writing Proficiency Test at Towson University. Although the Writing Proficiency Test is not a graduation requirement, it is required to be certified to teach in the State of Maryland. A faculty member will proctor this exam twice per academic year.

Individual reports regarding teaching candidates written and oral target language skills continue to be submitted to the FL coordinator by full time faculty to continue to monitor progress in the TL acquisition.