Looking forward to seeing you at OSGW 2018!
Additional information here.
Looking forward to seeing you at OSGW 2018!
Additional information here.
Fellow Ohioan German Colleagues:
We have successfully re-energized or expanded language programs through shared curricula, shared co-curricular programs, shared staffing, and a variety of options for shared courses.
Russian and Hebrew language programs were facing declining enrollments on neighboring campuses. We successfully re-energized these programs through sharing: curricula, co-curricular programs, and staffing, and a variety of options for shared courses. We have also used these principles to build stronger programs in Arabic and Korean, for which the flexibility of shared curricular structures, shared courses and shared staffing persuaded the Deans of collaborating institutions to invest in program expansions.
Beginning in 2007, we have applied collaborative principles to develop shared language programs. First the campuses developed a program in four-skilled Modern Standard Arabic. Initially staffed by two shared faculty members teaching at three campuses, the program with an integrated set of curricular offerings has grown to 5.5 shared faculty members serving all five campuses. Shared curricular offerings optimize students’ preparation to shift from course at one campus to courses at another. Shared faculty members allow scheduling of their teaching locations to meet student enrollment demands with minimal travel inconvenience. Shared co-curricular programs build larger cohorts of student learners, energizing them to continue their language students and to explore study-abroad opportunities.
We have used these operating principles to successfully rebuild offerings in Russian for three of the campuses and offerings in Hebrew for two of the campuses. While declining enrollments may have threatened continuation of these programs, the deans in each case were persuaded to try collaboration before concluding that enrollments would never justify sustained investment.
Similarly, Korean Language programs serving three campuses were stymied by low enrollment in upper-level courses and long waiting lists for elementary courses. The deans were persuaded to invest in expanded staffing on the commitments of the language lecturers to sharing curricular offerings and co-curricular programming, sharing staffing (with each faculty member teaching on at least two campuses each year with flexible scheduling), and exploring a variety of course-sharing technologies and schedule strategies. In addition to conventional video-conference connections of classrooms on different campuses, we have explored having a conversation partner/TA in the classroom where the faculty member is not present, having the students meet together sometimes during the semester, and having the faculty member alternate campuses during the semester.
Results of these shared endeavors have helped the campuses to meet their goals of persuading more students to study languages and to persuade more students to study languages at greater depths.
The LCTL Partnership focuses on the collaborative development of models of LCTL instruction across multiple universities to improve the language proficiency of advanced learners of LCTLs. In this session we will discuss the practical, institutional, and pedagogical challenges of such a partnership as well as its opportunities for strategic cooperation.
The Big Ten LCTL Partnership is a three-year project funded by the Andrew W. Mellon Foundation that seeks to expand the scope and refine the focus of the longstanding and successful Less Commonly Taught Languages (LCTL) CourseShare initiative within the Big Ten Academic Alliance. Seeing a decline in enrollment at higher levels of proficiency is typical of all LCTL programs, making it virtually impossible for any one institution to offer advanced training in most languages, the LCTL Partnership focuses on establishing strategic cooperation across a variety of LCTLs by leveraging leading-edge research and advances in proficiency-oriented instruction and assessment so that more third and fourth year students, across more institutions, achieve at least intermediate high proficiency in more LCTLs.
The project focuses on the collaborative development of hybrid models of LCTL instruction. Course development and delivery are shared across multiple universities. Specific materials will be developed in three languages: Focusing on Swahili in Year 1, Swahili and Hindi in Year 2, and Hindi and a third language (TBD) in Year 3. This takes place through a ‘working groups’ model in which representatives from multiple Big Ten Academic Alliance institutions collaborate to develop curricula supported by innovative pedagogies. The working groups are comprised of experts in instructional technology and curriculum/assessment and include a language specific coordinator along with two additional language specific experts for each of the three languages from different participating institutions.
The LCTL Partnership aims to pool the relevant expertise and experiences across universities and other stakeholders or communities of language users (e.g., heritage speakers) to create an intentional community of practice that will enrich language programs. Furthermore, the project sets anambitious researchagenda. As part of our program evaluation we are carefully recording and evaluating all steps and missteps along the way. This program evaluation will inform us about the success of implementing proficiency-based course materials to improve students’ overall proficiency and will inform teachers and students of the effectiveness of their language program.
Because sustainability is essential to the success of this project, we see the outcome as the creation and implementation of transferable models for coordinated LCTL instruction (i.e., a language-independent Manual) that can serve as the basis for development of other languages in subsequent years. This Manual will consist inter alia of curricular templates, checklists of steps that need to be taken, personal stories from the working groups that outline their steps along the way, and webinar templates.
In this session we will discuss the progress of the Partnership that started in September 2016. We will reflect on the practical, institutional, and pedagogical challenges that we encountered in shaping the Partnership and on the ways we have advanced our project underscoring the intended strategic cooperation between the Big Ten Academic Alliance institutions.
3rd Presentation: Gabriele Dillmann, Denison University and Great Lakes Colleges Association
This presentation provides an overview of the GLCA Shared Languages Program and how such a program has the potential to remedy the dire situation of upper-level under-enrolled language courses and expand the language offerings that no one institution could afford. The program’s logistics, its corresponding pedagogy, and student learning assessment will also be discussed.
Language departments across the country struggle to keep their programs afloat during current times where budget cuts often force our college administration to hold low student enrollment against the sustainability of lesser enrolled courses and eventually entire programs. Even for a language such as Spanish with very high elementary and intermediate level enrollment numbers, programs struggle to adequately meet the student minimum in their upper-level courses. This is certainly true for the other traditional languages such as German and French. At the same time, many institutions make a real effort to expand their language offerings to so-called lesser taught languages. These vary from institution to institution, but in the case of for example Arabic or Portuguese, the problem colleges struggle with is to take the language offerings in these offerings beyond the 6th semester – if even that far. This creates a catch-22 scenario with students not seeing any purpose of starting with a language that they cannot pursue beyond the basic level during their undergraduate studies and expansion of a program hinging on student enrollment.
Contemporary digital technologies allow us to search for new types of solutions to this seemingly cyclically returning problem. Over the past three or four years, several institutions have come together to pilot courses that are cross-institutional and collaborative, so-called “shared” courses, where students from these individual colleges can benefit from the course offerings of the partner institutions. The Great Lakes Colleges Consortium Shared Languages Program received a major Mellon grant to institute the course sharing initiative for a pilot period of 4 years. It allows students from thirteen different colleges to take courses at a partner institution for full credit as they join bricks and mortar courses virtually. The Shared Languages Program may not secure faculty positions as such, but it does attempt to preserve the languages taught and add further languages that each college alone could not afford.
Section on the Shared Languages Program:
THE GLCA’S SHARED LANGUAGES PROGRAM: AN INNOVATIVE APPROACH TO EXPAND LANGUAGE OFFERINGS ACROSS INSTITUTIONS – GABRIELE DILLMANN
The purpose of the Crossroads Shared Languages Program is to offer a broader selection of language courses than any one college could offer by itself with its current staffing. On several campuses traditional languages, such as German or French, have been experiencing under-enrollment in upper-level courses, which makes these programs increasingly unsustainable. At the same time, there is increasing demand for lesser-taught languages, such as Arabic, Hebrew, Russian, Korean, etc., that require a well-conceived infrastructure to grow into sustainable programs. In her talk, Gabriele will outline how the Shared Languages Program has a strong potential to successfully address these challenges.
The GLCA is happy to make participation for GLCA colleagues possible through the Mellon Crossroads grant.
Gabriele Dillmann is the Julian H. Robertson Jr. Endowed Associate Professor of German at Denison University in Granville, Ohio. She also directs the GLCA’s Shared Languages Program, which encompasses 13 private liberal arts colleges across the Midwest.
Special invite for GLCA participants:
The Great Lakes Colleges Association (GLCA) will make funds available for faculty and administrators from GLCA schools to participate in this conference. GLCA will cover:
At the conclusion of the conference, a form will be emailed to conference attendees to be reimbursed for mileage, hotel and conference registration. GLCA will not reimburse conference fees or hotel costs for cancellations made after the deadlines specified by the hotel and conference organizers (see “Cancellations and Refunds” below for dates).
Teaching with Technology Survey
Our 2017 Teaching with Technology Survey found that faculty have a positive outlook about technology’s impact on their work, teaching effectiveness, student learning and more.
In a survey of faculty members at colleges and universities across the United States, 73 percent of respondents said technology has made their jobs “easier” or “much easier.” And nary a one considered their job “much harder” thanks to tech.
Those findings came out of Campus Technology‘s second annual Teaching with Technology Survey, in which we asked faculty to dish on their use of technology, likes and dislikes, views of the future and more. Their responses revealed a lot about the business of teaching and learning with technology today — and how it has changed over the last year.
While 73 percent of faculty were positive about the impact of technology on their jobs, that count represented a slip of four percentage points from last year, when 77 percent believed the same. The number of faculty who think technology has made their jobs harder is holding steady (17 percent this year compared to 16 percent in 2016), and a growing faction feels that tech has not had an impact either way (10 percent this year compared to 6 percent in 2016).
Whether technology is making life hard or easy for faculty, the majority of respondents (85 percent) feel the effort is worthwhile, agreeing that “Technology has positively affected my ability to teach.” That number is slightly lower than last year, when 88 percent felt the same.
The results were similar when it came to technology’s impact on student learning. Eighty-one percent of respondents saw a positive effect, compared to 84 percent last year. And 13 percent feel tech hasn’t affected student learning one way or the other. “Technology is only as successful as the teacher who uses it,” noted one respondent from a public university in California.
Overall, faculty in our survey hold an upbeat view of technology’s value in higher education: Eighty percent think tech has had an “extremely positive” or “mostly positive” impact on education, similar to last year’s count of 81 percent who felt the same.
A handful of respondents were less sanguine, feeling that technology has had a “mostly negative” impact, and 19 percent saw both positive and negative effects. As one faculty member from a two-year institution in Texas asserted, “Technology is rampant, but the actual impact on learning is unknown. Random studies have been conducted, but no one really knows.”
“In some cases, technology is already overshadowing the learning process and making it more difficult,” opined a respondent from Illinois. “More technology is not always the answer and more technology cannot replace good instruction.”
“As with any facet of teaching and learning, there needs to be enough time for faculty to learn to properly use, adapt and implement for technology to be beneficial,” pointed out a respondent from a Florida university.
“Technology used badly can be horrible,” agreed a faculty member in Georgia. “Technology used to enhance student access to the world and their ability to collaborate and create can be awesome! It all depends on how you use it (like everything else).”
The full results of the Teaching with Technology Survey appear in the July digital issueof Campus Technology. Highlights from the survey will also be posted on this site over the coming months. You can check back for ongoing coverage in our Research section.
About the author: Rhea Kelly is executive editor for Campus Technology. She can be reached at email@example.com.
Session has closed – no more proposals are being accepted.
I would like to invite colleagues engaged in Shared Language Courses initiatives to submit a proposal for a session on the topic of course sharing in the languages that I am organizing for the 2017 Pacific and Asian Modern Languages Association Conference.
Friday, November 10 – Sunday, November 12, 2017
New Paths to Old Problems: Innovative Cures for Atrophying Language Programs
Gabriele Dillmann, Denison University/GLCA
Language departments across the country struggle to keep their programs afloat during times of critical budget cuts that increasingly force our institutions’ administrations to reconsider the sustainability of programs with chronically under-enrolled upper levels and courses in less commonly taught languages. This session aims to bring together practitioners who have been reflecting upon and instituting alternative paths to preserve and/or expand our language offerings in innovative, viable ways.
Information on how to submit: http://pamla.org/2017/topic-areas
Please note that you need to be a PAMLA member by no later than July 15. They offer a combined membership and registration option, which is really quite reasonable.
Proposal Submission Deadline: MAY 21st, 2017. Proposal Submission Form.
Inquiries: firstname.lastname@example.org or email@example.com
Colleagues from 7 GLCA institutions met for a weeklong GLCA Crossroads Shared Languages Program (SLP) workshop at Denison University.
Arabic colleagues Hanada Al-Masri (Denison), Kelly Tuttle (Earlham) and Basem Al-Rabba (Oberlin), German colleagues Lee Forester (Hope), Elizabeth Hamilton (Oberlin), S. Marina Jones (Oberlin) and Gabriele Dillmann (Denison), Japanese colleague Noriko Sugimori (Kalamazoo), Spanish colleagues Teresa Herrera (Allegheny) and Marta Sierra (Kenyon), our GLCA colleague Simon Gray (Program Officer), and our colleague Cheryl Johnson, Instructional Technologist at Denison, collaborated to discuss sustainable solutions for the challenges the languages are facing and how the SLP is positioned to address those.
Gabriele, GLCA Consortial Languages Director, organized and led this workshop, assisted by Denison’s Arabic professor Hanada Al-Masri, with the idea that community building and collective brainstorming are primary for the success of our inter-institutional collaboration. Invaluable new ideas and inspired thoughts intensified the discussions and produced results that will no doubt strengthen the Shared Languages Program and garner wider appeal in the near future as it addresses contemporary issues in pedagogies and the status quo of language programs under pressure.
Some of the highlights of the SLP are:
Great benefits for students who
Benefits for faculty who
The following important discussion points in terms of our rapidly changing teaching and learning environment in the age of digital pedagogies encompass the following affordances and challenges for the SLP and beyond:
One radical idea that came up, I wish to highlight separately:
In the (near) future could we conceive of GLCA institutionalized language schools, that is, one GLCA school may specialize in/will be the locus of a certain language such as e.g. Russian or Hebrew with students taking these courses remotely from any of the other GLCA schools?
The workshop also featured an overview of digital tools for language pedagogy as well as several sessions of hands-on training to learn how to effectively use these applications and expand existing facilities with digital technologies. These tools and their application in language teaching and learning will be discussed in a separate article and posted to the SLP website.
For more information or to express your interest in the Shared Languages Program please contact Gabriele Dillmann [firstname.lastname@example.org] or use the message box below.
All language colleagues currently teaching in one of our GLCA institutions who have an interest in or are curious about the Crossroads Shared Languages Program, its purpose, pedagogy, and technology are invited to join our SLP workshop offered at Denison University from May 22 to 26, 2017.
Colleagues from all levels of employment are welcome to attend.
If you cannot attend for the entire workshop, part-time stipends are available. The stipend for the entire workshop is $500 or $125 per day. All travel, meals, and accommodation costs are covered by the grant for our pilot program.
Please see here for detailed information on the schedule, accommodations, and REGISTRATION.
Please contact Gabriele Dillmann at dillmann@GLCA.org for questions and/or to express your interest.
With student course enrollments for Fall 2017 on the way, we would like to invite our GLCA colleagues and students in Arabic and German to consider an expansion of course selection options via the GLCA Crossroads Shared Languages Program.
Shared Language Program courses (SLP) courses are especially attractive to students who
This program also has great benefits for faculty who
This semester, we are able to offer two SLP courses in Arabic and two in German. Our Arab colleagues from Denison University and Earlham College, Dr. Hanada Al-Masri, respectively Dr. Kelly Tuttle are offering a language course on the intermediate level and an Arabic writing course.
The course enrollment process is simple with the respective registrars having contributed significantly to design a smooth experience for both students and faculty. All the information you and your interested students will need, can be found on this website page, please scroll all the way down.
First pilot semester student feedback results are very encouraging. (Full results are available, please ask.) All students found all aspects of the courses very “doable”, “engaging”, many also “exciting”. They all enjoy meeting other students with similar interests and especially appreciate the added diversity of both students and instructors. They are learning important inter-cultural lessons and can better apply technological skills in the academic environment and beyond.
There are no specific technology requirements. All students will need is a computer with a built-in camera (or plug in a webcam), a quiet, well-lit place to sit, and a stable internet connection. The SLP instructors will provide your students with a course orientation that addresses all technology aspects.
Colleagues who serve as on-campus advisors for students participating in a SLP course will receive a stipend. Likewise, if you chose to offer a SLP course yourself, there will be compensation from the GLCA SLP Mellon grant.
Please also look out for an announcement for a SLP workshop for anybody who is interested on any level of engagement that will take place at Denison University from May 21 (evening dinner) to May 25th (midday).
And finally, the most important feature of this program is that we are offering our students a wider range of possibilities to stay engaged in the language and culture they chose to study.
Please let me know how our SLP team can assist you with any further questions you may have. We look forward to hearing from you.
The GLCA expresses its appreciation and gratitude to Dr. Lee Forester (Hope), Dr. Hanada Al-Masri (Denison), Dr. Kelly Tuttle (Earlham), and (almost Dr.) Basem Al-Rabaa (Oberlin) for their pioneering work and open-minded spirit!
Course Sharing for Sustainable Programs Symposium
Friday and Saturday, April 14 and 15, 2017 at Columbia University in New York City
Everybody is welcome to attend for free! Please RSVP here.
Course Sharing for Sustainable Programs is a two-day symposium that brings together administrators and language professionals from across the country to discuss emerging models of course sharing and curricular collaboration. These models offer expanded learning opportunities to students, as well new paths to institutional viability and sustainability for a wide range of programs. Although the symposium focuses primarily on the teaching of languages, it also showcases a number of projects that promote multi-institutional collaborative partnerships in other disciplines. In every case, due consideration will be accorded to the full range of administrative, pedagogical, and technological factors that shape each particular collaborative environment, as there are specific benefits and challenges that must be considered in order to select an appropriate model for a given context (from the CS webpage).
The symposium website also provides links to the various institutions in course sharing partnerships and their initiatives. For example, you will learn about the Columbia, Yale, Cornell partnership and how together they can offer many lesser-taught languages with new technologies that one institution alone could not provide.
As director of the Great Lakes Colleges Association Crossroads Shared Languages Program for GLCA’s 13 consortial institutions, I will be presenting on our four-year long pilot project that aims to address the issue of upper-level under-enrolled language courses as well as broadening the course offerings for lesser-taught languages. We currently have courses in Arabic and German in collaboration with Allegheny, Hope, Earlham, and Denison. This fall, we will offer another palette of engaging courses.
This symposium is supported by a generous grant from the Andrew W. Mellon Foundation.