The Department of Modern Languages has spent approximately $6000 of the $33,333 assessment award we received in 1997. The following is a list of the projects we were able to initiate with those funds:

1. CAPE computerized placement exams in German and French ($2000)

The department purchased, installed, and normed these exams, which students can access on computer. At the end of the exam, the program produces a score. Since we have owned the Spanish version for several years, we now can place students in all three languages more accurately. During the summer of 1998, we have scheduled time in CSC for all interested pre-college students to take the exam and talk to a Modern Languages Department faculty advisor. This plan grew out of information we gained in our 100- and 200-level language student survey (see below).

2. ACTFL testing workshop ($1300)

On Saturday, May 2, we held an all-day workshop for faculty and TAs in Modern Languages, OPIE, and Linguistics on the topic of testing in the second language classroom. Forty eight people attended. The workshop was arranged through the American Council for the Teaching of Foreign Languages and run by Catherine Baumann of Wayne State University, a specialist in foreign language testing. The assessment survey we conducted after the workshop showed that participants found it highly productive and worthwhile.

3. Teaching resources library for Gordy Hall ($300)

We have begun to purchase books, videos, and other reference materials on foreign language teaching for our departmental library in Gordy Hall.

4. ACTFL Standards for Foreign Language Learning ($150)

We purchased 10 copies of this new publication that promises to define the orientation of foreign language curricula nation-wide in the next 10 years. These copies will form part of our teaching resources library and will help us fine tune our curriculum as we evaluate and modify our goals.

5. German Goethe Institute exam materials ($500)

Starting spring, 1999, the department will send advanced students of German to Columbus to take a nationally recognized standardized exam developed by the Goethe Institute that evaluates German language skills and cultural knowledge. In anticipation of this project, we purchased books and other materials designed to help prepare students for the exam.

6. Maps for classrooms in Gordy Hall ($1,100)

We purchased maps of Europe, Latin America, Spain, Russia, France, French-speaking Africa, Italy, and German-speaking Europe for the walls of our new classrooms in Gordy Hall in order to integrate geography more effectively into our classes.

Fall quarter, we distributed a short survey to approximately 800 students enrolled in 1^st- and 2^nd- year French, Russian, Italian, and German language classes. We asked for the number of years of high school language they had studied, why they had enrolled in their current language, and what, if any, other language they had planned to study at OU. We got some extremely helpful information from this survey. We found that choice of language is often made for somewhat arbitrary reasons, i.e., scheduling convenience. The most important thing we found is that the vast majority of students enroll in the very beginning language class (111) regardless of number of years of HS language. This fact led to our plans for increased advising contact with pre-college students starting in the summer of 1998 (see above) and to the design of a new course (169A "Spanish for Review"), which we will offer experimentally in the fall of 1998 (see below).

The course is designed as a one-quarter review that prepares students with 2 or 3 years of high school language study to enter the 200-level sequence winter quarter. It should discourage students from using the 100-level sequence as a review.

In the Fall of the 1997-98 academic year, the Spanish section of the department decided to provide the students entering the Spanish 341-2-3 series with a more structured advanced grammar review in addition to our usual focus on writing, reading and conversation skills. We adopted a grammar text (Iglesias and Meiden. 1995. Spanish for Oral and Written Review.), and assigned its different chapters during the three courses of the series.

All 42 students entering Spanish 341 in the Fall took a grammar exam (diagnostic test) and upon completion of the series (at the end of Spanish 343), all students took the same exam (exit test). To determine the effects of the review on the students' performance or mastery of the grammatical structures studied, we ran a t-test for related measures (Bruning and Kintz, 1997). The mean score for the diagnostic test (Md) was 56.619 and for the exit test (Me) it was 73.714. The absolute difference between the means was -14.1. Results show scores for the exit exam (Me = 73.714) to be significantly higher than scores for the diagnostic exam (Md = 56.619), t (df = 41) = 53.35, p > .001. We can conclude that the grammar review implemented throughout the series improved the students overall grammatical performance.

As a means of obtaining student feedback on the series, we ran a questionnaire in the two Spanish 341 and the four Spanish 342 sections offered during the Winter 1997 quarter. The questionnaire, which asked the students to rate their responses on a scale of 1 to 7, included the following questions:

1) How is the goal of providing an advanced grammar review being achieved? 1 (very poorly) - 7 (very well)

Spanish 341 (24 students) Spanish 342 (52 students)

7 12.5% 7 17.3%

6 33.33% 6 25%

5 29.16% 5 38.46%

4 25% 4 15.3%

3 3 1.92%

2 2 1.92%

1 1

The majority of the students gave a very positive response to this question. Most students stressed the importance of grammar and its repercussion in other areas like speaking and writing. Some students liked the organization of the book and some found it difficult to follow.

2) How helpful is this grammar review? 1 (not helpful at all) - 7 (very helpful)

Spanish 341 (24 students) Spanish 342 (52 students)

7 33.33% 7 34.61%

6 29.16% 6 28.84%

5 25% 5 23.07%

4 8.33% 4 9.61%

3 4.16% 3 3.84%

2 2

1 1

Students found the grammar review generally helpful because it was an opportunity to practice the structures of the language extensively. Some students commented on the key role that grammar plays in the development of other skills as well, especially speaking.

3) How do you like this text? 1 (not at all) - 7 (very much)

Spanish 341 (24 students) Spanish 342 (52 students)

7 8.33% 7 7.69%

6 45.83% 6 21.15%

5 29.16% 5 15.38%

4 12.5% 4 25%

3 4.16% 3 13.46%

2 2 11.53%

1 1 3.84%

Although in Spanish 342 opinions about the book are divided, students’ responses tend to be more positive than negative. Students commented positively on the organization, the manageability of the sections, how the text builds on concepts and reviews them at the end of every chapter, the clarity of the explanations, the contrastive examples in English and Spanish, the diversity and complexity of the exercises, and the presentation of problem words. Some of the students thought of the text as a good reference source. The aspects of the text which students did not like included poor organization, some confusing explanations, not enough examples, too many exceptions to the rules, too complex exercises, and the lack of an answer key at the end.

4) Are you satisfied with what you have learned in the series so far? 1 (not at

all) - 7 (very much)

Spanish 341 (24 students) Spanish 342 (52 students)

7 16.66% 7 19.23%

6 33.33% 6 36.53%

5 25% 5 34.61%

4 8.33% 4 7.69%

3 8.33% 3 1.92%

2 8.33% 2

1 1

Students seemed to be satisfied with what they had learned so far. Most of them commented on their improvement handling certain grammatical structures and advancement of their writing skills. Even though they would have liked more conversation practice, overall, students felt that they were making important strides in approaching fluency during the series and that many concepts were finally coming together.

As part of our efforts to increase assessment activity at the graduate level, this year, for the first time, the French faculty administered a test to all in-coming French MA students. The test consisted of a written essay and an oral interview. All students passed and performed successfully in their classes during the academic year.

One of our "Recommendations for the Future" in our 1996-97 report was to increase the numbers of our majors and minors who achieve advanced-level proficiency in their second language. In order to fulfill this goal, students need an extended stay abroad that includes varied real-life experiences. In the past year, our department has made good progress towards providing our majors, minors and graduate students with such an opportunity.

In Spanish, we continue to offer an internship option winter quarter in Merida, Mexico. This year 3 students took advantage of this program. In addition, the results from this year’s oral proficiency interviews on the 400-level students participating in the Mérida program show that even after a traditional 10-week study program, many students had reached the advanced level. Beginning fall quarter, 1998, students of Spanish have the opportunity to study and live for a full year in Spain. This will undoubtedly increase their level of proficiency in the language.

In French, five senior majors, one junior major, and two graduate students have applied for 8 of 300 positions as teaching assistants of English offered by the French government for the 1998-99 academic year. Students will find out this summer if they have been accepted into this program.

One of our German majors spent fall and winter quarters studying in Leipzig, Germany. In addition, our German faculty have established a connection with an organization that places students in summer jobs in Germany and Switzerland. In the summer of 1998, three students will hold the following internships:

Last year in our "Recommendations for the Future" we identified a need for better data on current students. In the past year we have made great progress in this area. The College of Arts and Sciences now lists all majors, second majors, and minors on a link to their home page. In the past, we had no official list of students minoring in a modern language, and the compendium data do not include second majors. We have established a connection with the College of Education, through which we acquire DARS reports each quarter for all foreign language education majors. Previously we were ignorant of exactly who these students were. As a result, we now have two e-mail distribution lists, one for majors and minors and another for education majors, so we can communicate better with our students. Now that we have identified these students, we can think about how to incorporate them all into our assessment efforts.

Last year, we revised our course evaluations. In January 1998, we began using two new forms, one of which was designed for language classes and the other for literature, culture, and linguistics classes. The new forms contain 27 and 30 questions respectively, and the last page of each is devoted to written comments from the students in three categories: evaluation of the course, evaluation of the instructor, and evaluation of the students own performance in the class. Instructors’ reactions to these new forms have been positive, primarily because faculty feel the expanded written comments give them insightful feedback on classes.

We compiled a data base on our MA graduates from the past 10 years from which we can readily produce statistics on such things as current employment and % who went on to complete a PhD in the field.

II. Introduction:

The Department of Modern Languages (DML) of the College of Arts and Sciences is a collection of five units, each of which represents one European language (Faculty FTE= 49). The DML services the College of Arts and Sciences' language requirement (100 and 200 course levels), as well as the language requirements of other colleges (e.g., Communications) and trains approximately 2,000 students each year in this sequence. All classes offered are small (generally under 25 students), involve much group work, and are writing-intensive. Most language units also offer a minor (undetermined number of students at the 300 course level) and a BA major (approximately 130 students at the 300 and 400 course level). Spanish and French also offer MA programs (24 students).

All language units strive to have students attain ability in

We develop our goals through discussion among colleagues at the departmental level and within the five language sections. We rely heavily on documents published by other organizations such as the Ohio Department of Education, the American Council on the Teaching of Foreign Languages, the American Association for Teachers of German, and the American Association of Teachers of Spanish and Portuguese, all of whom are actively engaged in setting and refining goals for foreign language instruction.

We achieve these goals through a series of steps corresponding to the different levels of language study. What follows are the specific goals for each level:

•Communication Skills: Students achieve proficiency at the novice high level in speaking and at intermediate levels in reading, writing and listening. Students will be able to use language to satisfy the requirements of everyday communicative tasks and social situations and will begin to satisfy those that require the ability to convey meaning with diverse language strategies resulting from a complication or an unforeseen turn of events.

•Cultural and Literacy Skills: Students begin to understand the need for language as a tool to the understanding of the target culture and civilization and acquire and appreciate techniques needed to learn a foreign language. Students become somewhat familiar with the cultural products and perspectives of the inhabitants of countries in which the target language is spoken.

Minor Level (341 to 369)

•Communications Skills: Increase oral skills to intermediate or advanced level through classes and study abroad. Students are able to satisfy the more strenuous requirements needed to study at a university or work for a company in a country where the target language is spoken.

•Cultural and Literacy Skills: Increase reading and writing skills to advanced levels and expose students to excellent examples of literature, film, journalistic writing and other linguistic "products." Immerse students in culture through study abroad. Students become aware of majority and minority cultures in countries in which target language is spoken and learn to analyze the influence of language and history on societal practices.

•Connections: Increase exposure to other linguistic contexts and in particular to those applied to internationally-related professions through course work at OU and through internships abroad.

Major/MA Levels (400-500)

•Communications Skills: Increase communication skills to advanced and professional level. Students reach level of ability needed to function in a professional context abroad.

•Cultural and Literacy Skills: Provide the analytical tools needed to study literature and to be independent, educated observers of culture and linguistic form and usage.

•Connections: Provide the analytic tools needed to continue study at the MA and PhD levels in areas such as literature, area studies, linguistics and applied linguistics. Prepare students to become secondary and post-secondary teachers of language, culture and literature.

In order to achieve our goals, the following tools are used:

A. Academic Classes

1. Skill classes in language and language courses related to various professions (language for journalism and business majors, for example).

2. Content classes in literature, linguistics, culture, film, etc., and classes in translation and Tier III seminars.

3. Professional training classes (BA and MA level) in teaching theory, methodology and instructional technology.

B. Co-curricular Tools

1. Study Abroad in Austria, Germany, France, Mexico, Spain, and Russia organized and directed by DML faculty.

2. Internships with business, government, hospitals, and schools in Spanish-, French-, and German-speaking countries. (See IV. D. 3. below)

3. Extracurricular activities such as the student language newspaper, weekly conversation hours, dining and dorm interaction, student honoraries, performances (for example, theatrical productions or dancing at international street fair), observance of internationally-celebrated holidays (Octoberfest, Día de los Muertos, etc.), film presentations, poetry clubs, etc.

4. Professional Initiation. Support of student attendance at and participation in academic conferences, as well as student publication.

C. Technological Tools

1. Satellite-TV for viewing foreign language broadcasts.

1. A. Tools That Are Correlates to Success

1. Retention Rates: Since language skills build upon themselves, a student must do well in a prerequisite in order to have success in the following course. The following chart gives retention rates for our 100 and 200-level language sequences for the 1997-98 academic year.

The winter quarter retention rate in the French 100-level are down from 80% in 1996-97 to 67% this year. Other French rates are consistent with last year. We will watch the 100 level next year to see if a trend develops.

German retention rates are up from last year, and Italian and Spanish are similar to last year.

When 100-level Russian enrollments dropped to 53% winter quarter, we quickly composed a questionnaire to send to the 13 students who had chosen not to continue their Russian study. The five students who responded indicated they had not continued due to one of the following reasons: schedule conflicts, a need to fulfill their program requirements, or not enough time to devote to a difficult language. This information indicates that many students of Russian at OU are not enrolled in that language to fulfill the language or some other requirement. They take it out of interest, but when that interest conflicts with a requirement, Russian looses out.

2. Student Feedback:

•Course evaluations provide student reactions to course organization, textbook choices, exams, assignments, and instructional methods.

•Study abroad evaluations, which we created to fit the needs of each of our study abroad programs, give us valuable assessment information we use to continuously fine-tune our programs abroad.

•Our planned exit exam will include an interview with students regarding specific perceptions they have about their experience in our program.

•Responses from Institutional Research’s "Career and Further Education Study" identify the fields of employment of our graduate majors one year after graduation and how well they feel their BA. degrees prepared them for work.

•Responses from Institutional Research’s "Survey of Alumni" give us detailed information from former majors five years after graduating. Comments from alumni have helped us develop the language for the professions classes we began offering in the past two years (Business German, Spanish and French; Spanish and French for Journalism).

•Reactions through our newsletter "Say There" help us track the careers and professional progress of our alumni in a less anonymous manner than the above-mentioned surveys.

•A list compiled by the Alumni Office and the College of Arts and Sciences of every former student who participated in one of our programs abroad enables us to reach an important constituency of students. In the spring of 1997 the College of Arts and Sciences Study Abroad Office sent a questionnaire to everyone on the data base, and the Director of that office reports that the comments are a homage to the quality and effectiveness of our language programs and clearly demonstrate why our programs are so highly evaluated and have proven themselves over the test of time. Since the answers are in prose form, it will be difficult to crunch the data, but many of the quotations will prove valuable in PR for the programs and in various reports the Office of Study Abroad submits.

•To help celebrate the opening of Gordy Hall, we are planning a reunion for all alumni who majored in our program and who participated in one of our study abroad programs. It will take place Oct. 24, 1998, and include a reception in and tour of the new building followed by a banquet in Baker Center. We have mailed out 2000 postcard invitations (to everyone on the alumni and study abroad data bases mentioned above) and are now waiting for alumns to RSVP. This event should help us identify strengths and weaknesses of our program.

B. Tools That Demonstrate Communication Skills

1. At various levels:

a. We determine communicative competence of our students in speaking by means of a twenty-minute interview technique developed by the American Council on the Teaching of Foreign Language. In these Oral Proficiency Interviews speakers receive a rating on a 0 to 3 scale: 0=(novice or memorized language); 1=(intermediate or conversational-level language); 2=(advanced or work-skills language); 3=(superior or professional-work level). Nineteen instructors have traveled to 6-day workshops for training in the interview technique. We interview selected students at requirement and major levels and after study abroad and have found that average scores increase as students progress from the requirement to the major level.

In order to assess the progress of students participating in the study abroad program in Salzburg, Austria, interviews were conducted on selected students before and after.

This year’s results are quite consistent with last year’s in that students at the lower end made more marked progress than those at the higher end, although all students showed some improvement. Obviously, students immersed in the target language and culture improve their oral proficiency. What is missing from the equation, however, is a control group on campus, so we can ascertain if the progress abroad is significantly different. The 100-level student who made the most progress was one of two students for whom we were able to find an internship. He/She volunteered at a local clinic for several weeks, and so had more opportunity than others to use the language.

This year interviews were conducted on the 21 students taking 400-level classes in the Mexico study abroad program. Interviews were done in January, at the start of the program, and again in March, when the program ended. The results are as follows:

For the Spanish OPI for International Studies, which requires students to achieve Intermediate High before graduation,  5 students were interviewed this year, all of whom passed.

During the 1997-98 academic year two OPI interviews were conducted on International Studies majors, and both were rated at or above Intermediate High. Both had received all of their language training in classes at OU and on our study abroad program in Moscow.

Two interviews were conducted on International Studies students, and both were rated at or above Intermediate High.

b. We use standardized placement examinations created by other universities to place students who have previous high school training into language and culture classes at OU. These tests also help us monitor students' advancement through the requirement sequence and determine skill level of students upon graduation.

We have used the S-CAPE computerized exam in Spanish as a placement tool for students who are unsure of what level class to take. Beginning this summer, the French and German versions of the exam will be available in our computer lab. In the future, we plan to incorporate these exams more solidly into our assessment process by requiring graduating seniors to take them as an exit measure of grammatical and cultural competence.

In 1996-97 we acquired from the University of Wisconsin a standardized German exam, which the coordinator of the 200-level German sequence, uses to determine placement. Once again this year, all German 211 students took the exam and we compared their scores with their final grades for the course. The resulting data clearly show what level course work students scoring in each 50-point range will be capable of completing. In the future, this exam may be used as part of the exit exam for graduating seniors.

2. At the 100 level

a. Most of our assessment information on students' communicative ability in the first-year language sequence comes from their performance on exams. In most first-year language courses, all students in all sections take identical exams and the course coordinator monitors performance across sections.

b. If a first-year student plans to study abroad, he or she would also do an oral proficiency interview and figure in our data on the OPI.

3. At the 200 level

a. Most of our assessment information on students' communicative ability in the second-year language sequence comes from their performance on exams.

b. If a second-year student plans to study abroad, he or she would also do an oral proficiency interview and figure in our data on the OPI.

1. The French section continues to administer a standard grammar exam to all 200-level students. The coordinator of the French 200 series, reports the following results:

enrollment: 154

These numbers are quite consistent with last year’s results.

4. At the 300 level

a. In our composition and conversation classes (341/42/43) students receive intensive training in writing and speaking. Successful completion of these three classes demonstrates competence required in these skills to pass on to the 400 level. In many sections of these classes, instructors require student writing portfolios in order to document progress for both the students' information and for assessment purposes.

b. We encourage all of our third-year students to study abroad. We monitor their progress in oral communication skills by means of the oral proficiency interviews conducted before and after their experience abroad. In addition, their very ability to live abroad indicates a high level of communicative competence.

c. In Spanish, we have instituted a grammar component in the 340 series, and have developed a clear, meaningful assessment measure of the effectiveness of that component. (see "New for 1997-98")

5. At the 400 level

a. Most of our assessment of advanced students' communication skills takes place in the context of the classroom. Although the main goal of our major-level classes is the application of language skills in literary, cultural, and linguistic analysis, these courses also provide us accurate information for assessing language skills. A student's ability to produce a 10- or 20-page essay in the target language and to participate in an abstract discussion of literature demonstrate a high level of linguistic competence.

b. The German section has begun to offer an advanced study abroad option at Leipzig University for students who have successfully completed the program in Austria but who want to reach a higher level of linguistic and cultural competence. One student spent fall and winter quarters there during the 1997-98 academic year.

c. Our planned exit exam/interview for graduating senior majors will provide more quantifiable data on the communicative ability of students having completed our program.

6. At the 500 level

1. Students accepted into our MA programs are required to possess advanced or superior communication skills in the target language. In order to guarantee such competence, all new MA candidates in French now take a grammar and speaking test when they arrive for orientation. Fred Toner, the TA supervisor, uses the information thus obtained to determine the extent and type of supervision each TA will require.

C. Tools that Demonstrate Cultural and Communication Skills

1. 100 and 200 levels

a. At this level, we evaluate students' acquisition of cultural skills through exams in each individual course. Often, students in all sections of a course take identical exams and the course coordinator monitors the results.

2. 300 level

a. We encourage all of our third-year students to participate in a study abroad program. The DML offers six programs, in all languages except Italian. We prepare students for the experience through course work and intensive orientation programs. Almost all of our language majors have been successful at living, studying and working abroad. Student evaluation of the programs and the cultural insights gained by participating in them have been very positive.

b. Some course work at the 300 level focuses on the target culture while building on language skills. In their third year, our majors and minors are required to take a culture class and several classes that introduce them to the study of literature.

3. 400 level

a. Classes offered at the 400 level require students to perform in-depth literary, cultural, and linguistic analysis. Most of our assessment data for advanced cultural skills come from students' performance in these classes.

b. More quantifiable data come from the High School Teaching Placement Exam, which all future high school teachers of language must take before becoming certified to teach. This exam covers language skills and cultural awareness. Our students successfully pass this exam each year, earn their teaching certificates, and get jobs teaching literature and other cultural manifestations to high school students.

c. The Honors Tutorial thesis option demonstrates an undergraduate's ability to do independent research on culture, language, or literature. In 1997-98, none of our HTC students completed a thesis.

d. A new course was offered in the 1997-98 academic year on Francophone literature and culture. The development of this class responds to a need for our students to be more aware of the variety of cultural manifestations that make up the contemporary French speaking world.

e. A new course was offered in the 1997-98 academic year focusing on contemporary French civilization with an emphasis on minority voices. Fred spent part of the summer of 1997 in France attending a seminar designed to help instructors develop such courses. Students who successfully complete this course will show an increased awareness of important issues related to French culture.

4. 500 level

a. We collect most of our assessment data of our graduate students' cultural competence in the context of the classroom. All 500-level classes require students to conduct literary, cultural, and linguistic analysis. In addition to readings for classroom discussions, in most classes students must pursue an independent research project and write a 10-20 page paper detailing the results. b. Our MA programs include a thesis option, which demonstrates a graduate student's ability to do more extensive independent research than that required in typical classes. In 1997-98, two of our Spanish MA students completed a thesis.

c. We assess students' cumulative abilities in writing, cultural awareness, and literary and linguistic analysis by means of our MA comprehensive exam. This test consists of two days of written examination (9 total hours of writing) and one oral exam (one hour with a committee). In 1997-98, 6 students passed their comprehensive exams and received the MA degree. During the summer of 1998, we will administer this exam to 6 more MA candidates.

d. Students graduating with BAs and MAs have successfully completed graduate programs at other institutions. They feel that our program provided them a good preparation in literary and cultural studies, as indicated by responses given through questionnaires, our newsletter, alum banquets, and informal reporting. Since 1990, approximately 25% of our MA graduates have gone on for a PhD.

D. Connections

1. Courses designed to teach language with professional ends (journalism, criminology, business) have been quite successful. German for business was offered fall quarter to 5 students. Business Spanish had 13, Spanish and French for Journalism averaged 16 per quarter.

2. A series of classes on foreign language pedagogy are offered, which MA students and advanced undergraduates planning on acquiring teaching certificates take. These classes attracted an average of 19 students per quarter. In order to address the language-specific needs of foreign language teachers, a methodology course is taught for advanced undergraduates planning on teaching in junior and senior high school and MA students planning on teaching college-level language courses. There were 14 students enrolled in the Spanish section. The course will be offered again in French in the fall of 1998.

3. The Spanish section offers professional internships in Merida, Mexico for students who wish to return to Mexico with the program for a second year. The following students have participated:

1992 Political Science translation for private business

1995 Hlth & Hum. Ser. private hospital

1995        Business & Span. hardware store

1995 Pol. Sci. & Span. city government

1995 Pol. Sci. & Span. city government

1995 Span. education bilingual school

1996 Span. education bilingual school

1996 Pol. Sci.                 law office

1996 Pol. Sci.                 law office

1997 Span. & English ESL teaching

1997 Span. education ESL teaching

1997 Tel. Com. & Span radio station

1998 Business                 hardware store

1998 Anthropology health clinic

1998 Engineering    steel company

4. Many students in our language classes are International Studies majors who secure jobs after graduation because of their foreign language ability. Our majors have also been able to secure excellent positions after graduation using their language skills as an edge.

VI. Recommendations for the Future:

Our new year-long study abroad program in Pamplona, Spain presents an excellent opportunity to assess the effect of study abroad on students’ language acquisition and development of cultural competence. A team of Spanish faculty has developed a list of measures to use in evaluation of students before and after the program. They plan to focus closely on 6 participants who will spend the entire year abroad in 1998-99 as 2^nd-year students and then return to OU to complete the Spanish major. The faculty will track these students’ progress until graduation, and they hope to write up and publish the results. Specifics will form part of next year’s report.

Last year we anticipated having an exit exam in place by spring of 1998. This did not happen due to the difficulties the committee had agreeing on what measures would be most significant in such an exam. The committee has changed membership some and will continue the discussion in the fall.

We will spend the rest of our assessment award funds next year. Because the ACTFL workshop on testing was so successful, we plan to hold another, perhaps on teaching and measuring cultural competence. In addition, we hope to send representative faculty members to several workshops at other institutions.

In 1998-99, we will finalize a new statement of goals based on the new Standards for Foreign Language Learning. We formed a departmental mission statement committee in the spring of 1998, and began the process of revising our goals. The committee hopes to present a draft of a new mission statement for a vote early in the fall.

The "cultures" and "connections" sections of the new Standards document articulate an excellent starting point for development of a capstone course for majors, which was one of our stated goals last year. The mission statement committee has discussed the format this course may take and recommends that the department move forward with it.