2002-2003 Focus on Gathering Student Information
PSU Department of Languages and Literatures

Research Goals: Our primary goal was to determine if students were satisfied with their experiences studying and learning the language and were choosing to continue their study. In addition we also wanted to capture information about whether needs were being meet in specific areas:

• Do students feel ready for the level of the course they have chosen?
• What factors might influence readiness?
• Are students receiving adequate support in their study (advising, teacher interaction, lab facilities, etc.)?

The FLL Assessment Team, with support from the PSU Assessment Network, designed a survey for students in both 300 and 400 level courses in French and German.. Data collection on Questions 1 & 2 (2001-02) was also extended to third year Spanish.

Question 3: Do students in third year French and German courses report having any difficulties transitioning to upper division study?

Instrument: The FLL survey.

Findings: Many of our anecdotal impressions about the preparation and background of our upper division students were borne out. The number of students who completed lower division course work in French and German elsewhere was even higher than expected. Data gathered about their experience at PSU was informative and suggests that we should repeat the study once programs have been able to fully review the data and have implemented considered changes.

• Data gathered from third-year French students suggests that students are generally satisfied with their transition to third year, although there may be some articulation issues, confirming the results of teacher interviews in 2001-02. 1/5 of third-year majors felt that their previous course work had not adequately prepared them. (The generally high level of satisfaction suggests that implementing the placement test may have had a positive benefit.)
• Data from third-year German students suggests that most were satisfied with their transition. Less than 10% felt that previous course work had not prepared them for study in third-year classes.

Question 4: Do we have adequate information on the preparation and needs of our third-year French and German students?

Findings: Data gathered confirmed a need that FLL had already recognized. In 2002, there was no longer a lab anywhere on campus devoted to language learning needs. Many students requested more technical support for language learning. There may be some articulation issues, confirming the results of teacher interviews in 2001-02. Students in both programs indicated a wish for more advising support.

• French students expressed concerns about the availability of teachers and lab support, and declared French majors expressed a strong wish for greater access to advising. The fact that French program was going through a transition, with the addition of two new full-time staff members suggests both a source and a potential remedy for the concerns.
• German students expressed a high degree of satisfaction with the course in which they were enrolled. However, concern was expressed by a number of students about access to faculty and the availability of advising. They also reported a significant level of dissatisfaction over the lack of language study resources. Fourth-year data is still under analysis.

Outcomes: The French program reevaluated how it staffs third-year sections and began a search for a new textbook, in conjunction with a general review of the design and goals of third-year French. The report on German data is still being assembled.

In 2003, FLL was able to open a small, 8-station computer lab in Neuberger Hall that is supported in part by lab fees paid by first and second year language students who have lab-based course instruction.

Results from data collection in third-year Spanish are being collated.

The Assessment Team, finding itself somewhat overwhelmed with the amount of data that it was collecting, reached out to bring in several graduate students in the FLL MA program into its work. This has benefited both the students and the Assessment Team's work. Unfortunately, individual students have not been available for the extended period of time over which our work has progressed.