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World Languages, Literatures & Cultures Task Force
Public ForumApril 10, 2014
Focus: Graduate students
How can we prepare ourselves to teach undergraduates and graduates for the future? How can we develop new competencies and strategies necessary to our students?
How can we improve advocacy, representation, communication beyond our individual departments?
How can we optimize our resources in a challenging fiscal environment?
We have a small window of opportunity to chart a vision for the future.
The departments of languages, literatures, cultures & linguistics at the University of Wisconsin, Madison share many things:
Our departments share many things:
--- great accomplishments
Our departments share many things:
--- great accomplishments
--- daunting challenges
Universi
ty of W
isconsin
-Mad
ison
Ohio State
Universi
ty-Main
Campus
Universi
ty of M
ichiga
n-Ann Arb
or
Universi
ty of O
regon
Universi
ty of V
irginia-
Main Cam
pus
Universi
ty of C
aliforn
ia-Sa
nta Barb
ara
Universi
ty of M
innesota-
Twin Cities
Universi
ty of G
eorgi
a
Universi
ty of C
olorado Boulder
Pennsyl
vania
State
Universi
ty-Main
Campus
Universi
ty of N
ew M
exico
-Main
Campus
Universi
ty of C
aliforn
ia-Dav
is
The U
niversi
ty of T
exas
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n
Universi
ty of A
rizona
Universi
ty of W
ashingto
n-Seatt
le Cam
pus
Indiana U
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ty-Bloomingto
n
Universi
ty of Il
linois a
t Urb
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ty of N
otre Dam
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ashingto
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ty
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ty of N
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Top U.S. Universities in Undergraduate Degrees Awarded in CTLs (Spanish, French, German), 2011-12
Data from the Integrated Postsecondary Education Data System, National Center for Education Statistics, http://nces.ed.gov/ipeds
SpanishFrenchGerman
Brigham
Young U
niversi
ty-Pro
vo
Universi
ty of W
ashingto
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le Cam
pus
Ohio State
Universi
ty-Main
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ty of C
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eley
Universi
ty of C
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Universi
ty of W
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ty of N
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ty of C
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Universi
ty of F
lorida
Universi
ty of H
awaii
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anoa
Indiana U
niversi
ty-Bloomingto
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e Unive
rsity
Universi
ty of M
innesota-
Twin Cities
Universi
ty of M
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San Fr
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ate Unive
rsity
Universi
ty of G
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ates M
ilitary
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Universi
ty of P
ittsburgh
-Pittsburgh
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Universi
ty of M
assach
usetts A
mherst
Universi
ty of C
olorado Boulder
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ty of T
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Top U.S. Universities in Undergraduate Degrees Awarded in LCTLs, 2011-12Data from the Integrated Postsecondary Education Data System, National
Center for Education Statistics, http://nces.ed.gov/ipeds/
2012-13 Credits Follow the instructor
Departments of languages, literatures and cultures
81,871
Mathematics 54,690
Chemistry 50,208
Economics 34,199
English 31,337
Psychology 27,114
Physics 26,193
History 24,780
Prepared for the WLLC Task Force, December, 2013
Challenges:
--- national level
--- consortial level (CIC)
--- campus level
--- departmental level
Challenges:
---- The challenges we face are pressing and urgent.
---- It is clear that we cannot maintain the status quo.
--- Any plan moving forward must address the challenges we face at the national, consortial, campus and departmental levels.
National level:
--- for decades study of less commonly taught languages has been heavily funded by Title VI and other federal initiatives. This funding source is shrinking and may be lost entirely.
Languages funded entirely by Title VI on our campus, 2011-2012(source: TALC report 2013)
Filipino TibetanGreek (modern) TwiHindi UrduIcelandic UzbekIrish VietnameseKazak Yucatec MayaPashto Zulu
Languages partially funded by Title VI on our campus (2011-2012):(Source: TALC report 2013)
Arabic PolishDutch PortugueseFinnish SwahiliIndonesian SwedishKorean TurkishNorwegian Yoruba
We will be informed of the results of the current round of Title VI funding in August 2014.
We know there will be reductions in Title VI support levels
How will we fund these 27 languages?
Consortial level: --- The Andrew W. Mellon Foundation, a major source of funding for the humanities, has announced that it is no longer interested in proposals from individual campuses. Instead, it will engage with institutions on the consortial level.
Who will represent the interests of our departments at the CIC level?
Consortial level:
--- There are ongoing discussions among CIC institutions about strategies for supporting LCTLs through institutional collaboration.
Who will represent the interests of our departments at the CIC level?
Campus level:
--- leadership priority to merge small departments into larger faculty governance and administrative units--- though our departments generate a very large number of credits (over 80,000), we are generally not well understood on campus with regard to our research and teaching missions--- we are encouraged to improve our effort in development but lack expertise and leverage at the UW Foundation
Campus level:
--- our building has long outlived its projected period of use and is ill-suited to our needs
--- we are encouraged to innovate in teaching and research but are hampered by the strictures of our departmental silos
Departmental level:
--- several departments encounter faculty governance issues because of their small size
Departmental level:
--- many key functions either fall by the wayside or fall on individual colleagues. These include:
--- TA training --- Undergraduate advising
--- Website maintenance, communications--- Introduction and ongoing support for new instructional technology--- mentoring and support of academic staff and classified staff --- grants/grant-writing
--- many key functions either fall by the wayside or fall on individual colleagues. These include:
--- development/fundraising--- faculty mentoring and support including consultation
on tenure and promotion cases--- lack of standardization of practices, TA appointment levels, etc.
Departmental level:
--- We miss key opportunities for innovation in academic programs and instruction: --- new interdisciplinary undergraduate majors
--- graduate degrees/certificates--- team teaching--- duplication of effort/courses--- digital humanities
Our range of choices
? ? ? ? ? ?
VH chairs School ofleader represents WLLCall of our departments,VH chairs formalizedas representative body
Our range of choices
The draft proposal for the WLLC has deliberately left a great number of important points vague, since we collectively need to articulate the specifics should we decide to move ahead.
Our range of choices
possible benefits for graduate students:
--- standardized practices and expectations
--- improved training and mentoring
--- representation in the administration of the school
--- innovative graduate certificates
Our range of choices
possible benefits for graduate students:
--- opportunities for new types of courses taught by multiple faculty members from multiple departments
--- clear guidelines for registering grievances
