The State of the States Community College Foreign Language Programs Dr. Lynne Overesch-Maister & Luz María Álvarez Johnson County Community College Overland

The State of the States

The State of the StatesCommunity College Foreign Language

Programs

Dr. Lynne Overesch-Maister & Luz María Álvarez

Johnson County Community College Overland Park, KS

Community College Foreign Language

Programs

Dr. Lynne Overesch-Maister & Luz María Álvarez

Johnson County Community College Overland Park, KS

We would like to thank the following individuals for their help in this project:

We would like to thank the following individuals for their help in this project:

• Dr. Dana Groves• Gina Brewer• Cynthia Dyson

• Dr. Dana Groves• Gina Brewer• Cynthia Dyson

This survey is based on information gleaned from...

This survey is based on information gleaned from...

•League of Innovation•ACTFL Community College SIG

•League of Innovation•ACTFL Community College SIG

We ferreted out...We ferreted out...

•2,589 e-mail addresses•627 mailing addresses (where no e-mail)

•2,589 e-mail addresses•627 mailing addresses (where no e-mail)

We sent out...We sent out...

•2,239 e-mail surveys•507 mailed surveys•406 administrator surveys•284 follow-up surveys•536 individual institutions•47 different states

•2,239 e-mail surveys•507 mailed surveys•406 administrator surveys•284 follow-up surveys•536 individual institutions•47 different states

And when they were returned...And when they were returned...

•we analyzed 43 pages of data containing more than 86 tables

•we read more than 150 pages of single-spaced commentary

•we analyzed 43 pages of data containing more than 86 tables

•we read more than 150 pages of single-spaced commentary

39 states responded to one of the 3 surveys

39 states responded to one of the 3 surveys

37 states responded to the faculty survey

37 states responded to the faculty survey

31 states responded to the administrator survey

31 states responded to the administrator survey

30 states responded to the follow-up survey30 states responded

to the follow-up survey

We organized the states according to regional

conferences.

We organized the states according to regional

conferences.

Faculty Survey: Regional Percentage Return

Northeast18%

Southern21%

Central States23%

Pacific Northwest

6%

Southwest32%

Faculty Survey: Individual Institutions per Region

Northeast17%

Southern21%

Central States24%

Pacific Northwest

6%

Southwest32%

Administrator Survey Percentage Return

Northeast20%

Southern28%

Central States21%

Pacific Northwest

4%

Southwest27%

Follow-up Survey Percentage per Region

Northeast14%

Southern21%

Central States19%

Pacific Northwest

11%

Southwest35%

Follow-up Survey Individual Institutions per Region

Northeast17%

Southern19%

Central States21%

Pacific Northwest

10%

Southwest33%

NortheastSouthern

Central States

Pacific Northwest

Southwest

% Total Colleges

% FTE Students

Regional % vs. Total

Responding % per Region0

20

40

How Valid is Our Data?

How valid is our survey?How valid is our survey?

Region

% of total U.S.

colleges in region

% of total U.S. FTE in

region

% region compared to

total responses

% of regional colleges responding

Northeast 19% 16% 17% 14%

Southern 23% 19% 21% 14%

Central States 27% 24% 24% 14%

Pacific Northwest 5% 5% 6% 20%

Southwest 25% 36% 32% 20%

Administrator SurveyAdministrator Survey

StaffingStaffing

Percentage of Total Courses Taught by Full-time Instructors

Percentage of Total Courses Taught by Full-time Instructors

47%47%Number of responses from

Southern ConferenceReporting that 76-100% of their foreign language

courses were taught by full-time instructors.

Number of responses from

Southern ConferenceReporting that 76-100% of their foreign language

courses were taught by full-time instructors.

98%of our institutions


require a

Master’s Degree or above for full-

time faculty

require a

Master’s Degree or above for full-

time faculty



require the degree in the

language taught require the degree in the

language taught

Full/Part-Time Positions Added and Eliminated

30%23%

36%

0%

35%

71%

58% 56%

80%

65%

6%

26%

6%

20%

4%

13% 16%

35%

0%

20%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Northeast Southern Central States Pacific Northwest Southwest

% Added FT % Added PT % Eliminated FT % Eliminated PT

56%require professional development

for full-time faculty


for full-time faculty


for part-time faculty


for part-time faculty


Course OfferingsCourse Offerings


Program IssuesProgram Issues

Percentage of Students who Take FL to Complete a Language Requirement at a Four-Year

Institution

Percentage of Students who Take FL to Complete a Language Requirement at a Four-Year

Institution

Only

19%Only

19%offer

different “tracks” of sequences depending on interest or requirement

offer

different “tracks” of sequences depending on interest or requirement

Number of on-campus Foreign Language

Students 2007-2008

Number of on-campus Foreign Language

Students 2007-2008

825

327

672

1,112

271

1,327

0

200

400

600

800

1,000

1,200

1,400

Overall Northeast Southern CentralStates

PacificNorthwest

Southwest


On-line InstructionOn-line Instruction

Relative Use and Satisfaction with Course Management SystemsRelative Use and Satisfaction with Course Management Systems

75% 72% 73%69%

86%

77% 79%75%

20%

50%

72% 70%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Overall Northeast Southern CentralStates

PacificNorthwest

Southwest

Use Satisfied or Very Satisfied

Faculty SurveyFaculty Survey

General InformationGeneral Information

Full-time vs. Part-time Responses

49%

69% 63% 56%66%

31% 37% 44%34%

51%

0%

20%

40%

60%

80%

100%

120%

Northeast Southern Central States Pacific Northwest Southwest

Region

Percentage of respondents

Full-time faculty Adjunct

62%

ArabicChineseFrench

GermanItalian

JapaneseSpanishOther

Secondary languagePrimary language

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Percentage responses by primary/secondary language taught

Secondary language Primary language


Course OfferingsCourse Offerings

Min studentsMax students

3534

37 37

29

35

1211 12

1013 15

0

5

10

15

20

25

30

35

40

Minimum/Maximum Class Size

Min students

Max students

64%

21%

59%

22%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Maximum Class Size Minimum Class Size

Level of Satisfaction Maximum/Minimum Class Size

Satisfied or very satisfied Dissatisfied or very dissatisfied


Program IssuesProgram Issues

95%95%Rated

transferability as important

or very important

Rated

transferability as important

or very important

How much does transferability drive…

How much does transferability drive…

Ave.%

Region Most

Region Least

Course Content

87%Southern

92%Northeast

78%

Textbook Selection

64%Southern

68%

Central States57%

Assessment 67%SouthernSouthwest

70%

Northeast58%

How happy are we with our “C” student’s progress…

How happy are we with our “C” student’s progress…

Ave.%

Region Most

satisfied

Region Least

Satisfied

First Year 56%Pacific Northwest

79%

Southern 52%

Second Year

57%Pacific Northwest

74%

Southern 48%


Staffing & Institutional Support

Staffing & Institutional Support

Satisfaction with Full-time Staffing

35% 32% 26% 32%47% 42%

19% 26%

17%17%

15% 19%

46% 43%57% 51%

38% 39%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

OverallNortheast Southern

Central StatesPacific Northwest

Southwest

Dissatisfied or very dissatisfied Neutral Satisfied or very satisfied

Satisfaction with Part-time Staffing

28% 21% 19%29% 32% 37%

27% 37%29%

19% 18%27%

45% 43%52% 53% 50%

36%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

OverallNortheast Southern


Southwest

Dissatisfied or very dissatisfied Neutral Satisfied or very satisfied

55%55%

Are satisfied or very satisfied with the

institutional support At their college

Are satisfied or very satisfied with the

institutional support At their college

The most common types of institutional support are...

The most common types of institutional support are...

•Conference travel funds (64%)

•Technology funds (44%)

•Conference travel funds (64%)

•Technology funds (44%)

HoweverHowever…...HoweverHowever…...

the Northeast Northeast

ConferenceConference leads the pack in inclusion of a foreign language in the general education requirements!

the Northeast Northeast

ConferenceConference leads the pack in inclusion of a foreign language in the general education requirements!


Placement & AssessmentPlacement & Assessment

Almost 50% of our colleges….

Almost 50% of our colleges….

rely on our students to

self-place.rely on our students to

self-place.

How we determine placementHow we determine placement

Northeast SouthernCentralStates

PacificNorthwest

Southwest

Students Self-Place

55% 48% 55% 77% 40%

Interview with instructor

31% 33% 41% 62% 40%

Institutional placement test

27% 24% 27% 21% 38%

Seat-time in high school courses

29% 32% 22% 38% 26%

National placement test

4% 17% 16% 21% 13%

Satisfaction with placement systemSatisfaction with placement system

9%

33%33%

19%

6%0%

5%

10%

15%

20%

25%

30%

35%

Most common placement tests by region/language

0%

10%

20%

30%

40%

50%

60%

Northeast Southern Central States PacificNorthwest

Southwest

Region

Percent

Spanish French German Italian Chinese Russian

66%66%

Do not have any system other than common final exams to

assess passage through sequential courses

Do not have any system other than common final exams to

assess passage through sequential courses

33%33%

Do not use common final exams

Do not use common final exams

Most frequent languages for

common finals:

Most frequent languages for

common finals:

Spanish (53%) French (24%) German (18%) Italian and Chinese (10%)

Spanish (53%) French (24%) German (18%) Italian and Chinese (10%)

45%45%

Have a system to check for

linguistic competence at the end of the Elementary

or Intermediate levels

Have a system to check for

linguistic competence at the end of the Elementary

or Intermediate levels


Textbook IssuesTextbook Issues

49%49%

Use a first year textbook through

3 semesters

Use a first year textbook through

3 semesters

92%92%

Reported that using a textbook through three semesters has caused

no problems with

Transferability

Reported that using a textbook through three semesters has caused

no problems with

Transferability

72%72%Have noted

no difference in student performance or mastery

of objectives as a result of using a first year textbook through three semesters

Have noted

no difference in student performance or mastery

of objectives as a result of using a first year textbook through three semesters

Follow-up SurveyFollow-up Survey

Facilities: Classrooms

Language Lab Technology

Facilities: Classrooms

Language Lab Technology

78%78%

rate

dedicated classrooms As Important or Very Important

rate

dedicated classrooms As Important or Very Important

But only 40% of us have dedicated classrooms

But only 40% of us have dedicated classrooms

35% 29% 50% 57%

88%

65%71%

50%43%

12%0%

20%

40%

60%

80%

100%

120%

NortheastSouthern


Southwest

78% important

22% not important

Green = dedicated classroomsPink = no dedicated classrooms

Satisfaction with Number of Classrooms

52%

64%71%73%

53%

24%15%

25% 29% 33%

0%

10%

20%

30%

40%

50%

60%

70%

Northeast Southern CentralStates

PacificNorthwest

Southwest

0%

10%

20%

30%

40%

50%

60%

70%

80%

Satisfaction with Size of Classrooms

71%65% 67%

79%74%

14%14%8%

27%6%

0%

10%

20%

30%

40%

50%

60%

70%

80%


PacificNorthwest

Southwest

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Satisfaction with Classroom Equipment

70%

89%

63%65%

35%41% 31%

17%21% 21%

0%

10%

20%

30%

40%

50%

60%

70%


PacificNorthwest

Southwest

0%10%20%30%40%50%60%70%80%90%100%

Classrooms Equipped with "Smart" Technology

68% 68% 68% 68% 68%

73%78%

59%67%

53%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Northeast Southern Central States PacificNorthwest

Southwest

Classrooms Equipped with "Smart" Technology

73%78%

59%67%

53%

77% 81%

96%

79%84%

82% 84%

97%

71%

88%

0%

20%

40%

60%

80%

100%

120%

NortheastSouthern


Southwest

Overall mean Regional Mean Instructor Use Importance

68% ave. availability

83%83%Believe resources available

through the

internet

Are important or very important to their teaching

Believe resources available through the

internet

Are important or very important to their teaching

56%56%

Have a

dedicated language lab Have a

dedicated language lab

65%65%

Think that a language lab is

important or very importantThink that a language lab is

important or very important

Language Lab FeaturesLanguage Lab Features

Existing1. Computer;Head-

sets/Speakers2. DVD3. Internet access4. VCR5. Cassette players

Existing1. Computer;Head-

sets/Speakers2. DVD3. Internet access4. VCR5. Cassette players

Ideal1. DVD;Computer2. Speakers/Head-

sets3. Internet access4. TV5. VCR

Ideal1. DVD;Computer2. Speakers/Head-

sets3. Internet access4. TV5. VCR


On-line InstructionOn-line Instruction

Faculty Currently Teaching an On-line

Course

Faculty Currently Teaching an On-line

Course

Regions where On-line courses are taught most

to least

Regions where On-line courses are taught most

to least

0%5%

10%15%20%25%30%35%40%45%

NE SC CSC PNW SW

29%

42%

29%

14%

32%

0%5%

10%15%20%25%30%35%40%45%

NE SC CSC PNW SW

29%

42%

29%

14%

32%

The Five Most Common Problems Experienced in On-line

Courses

The Five Most Common Problems Experienced in On-line

Courses

Late assignments Technology Attrition Student mastery of objectives Access to diacritical marks

Late assignments Technology Attrition Student mastery of objectives Access to diacritical marks

Most Used Course Management SystemMost Used Course Management System

Blackboard Angel Desire2Learn WebCT 4.0 However, about 1/3 do not use one; of the 2/3 who use one, almost 70% reported to be Very satisfied or Satisfied with their CMS

Blackboard Angel Desire2Learn WebCT 4.0 However, about 1/3 do not use one; of the 2/3 who use one, almost 70% reported to be Very satisfied or Satisfied with their CMS


DiversityDiversity

Percentage of FL Departments that Target Particular Populations (e.g., heritage speakers, non-traditional students, retirees)

Percentage of FL Departments that Target Particular Populations (e.g., heritage speakers, non-traditional students, retirees)

Region that MOST targets particular populations is SWC

Region that LEAST targets specific populations is CSC

Region that MOST targets particular populations is SWC

Region that LEAST targets specific populations is CSC

Want to keep the dialogue going?

Want to keep the dialogue going?

To get more information or collaborate on other

projects, visit the ACTFL CCSIG website

or contactLuz María Álvarez

[email protected]

orLynne Overesch-Maister

[email protected]

To get more information or collaborate on other

projects, visit the ACTFL CCSIG website

or contactLuz María Álvarez

[email protected]

orLynne Overesch-Maister

[email protected]

mailto:[email protected]








Documents

The State of the States Community College Foreign Language Programs Dr. Lynne Overesch-Maister & Luz María Álvarez Johnson County Community College Overland