Department of English, Foreign Languages, and Journalism



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School of Liberal Arts and Sciences

Missouri Western State College

Department of English, Foreign Languages, and Journalism

Annual Unit Report on Implementation of Strategic Plan

April 1, 2005

Prepared by the Faculty and Staff of English, Foreign, Languages, and Journalism



Department of English, Foreign Languages, and Journalism
Degrees/majors offered

  • BA English: Journalism, Literature, Public Relations, Technical Communication, and Writing emphases

  • BA French

  • BA Spanish

  • BSE: English, French, Spanish


Number of faculty

Spring 2004

  • 21 full-time

  • 11 part-time


Fall 2004

    • 25 full-time

    • 23 part-time

    • 2 MOAs

Number of majors

Spring 2004

  • BA English/Journalism: 27

  • BA English/Literature: 26

  • BA English/ Public Relations: 11

  • BA English/Technical Communication: 19

  • BA English/Writing: 3

  • BSE English: 14

  • BA French: 6

  • BA Spanish: 22

  • BSE Spanish: 2


Fall 2004

  • BA English/Journalism: 30

  • BA English/Literature: 25

  • BA English/ Public Relations: 11

  • BA English/Technical Communication: 15

  • BA English/Writing: 1

  • BSE English: 14

  • BA French: 6

  • BA Spanish: 23

  • BSE Spanish: 1


Number of intended/pre-majors

Spring 2004

  • Intd English: 32

  • Pre-BSE English: 24

  • Intd Spanish: 4

  • Pre-BSE Spanish: 4

Fall 2004

  • Intd English: 57

  • Pre-BSE English: 21

  • Intd Spanish: 5

  • Intd French:1

  • Pre-BSE French: 1

  • Pre-BSE Spanish: 4


Number of graduates

Spring 2004 (total: 25)

  • BA English/Journalism: 4

  • BA English/Literature: 4

  • BA English/Public Relations: 1

  • BA English/Technical Communication: 4

  • BA French: 2

  • BA Spanish: 5

  • BSE English: 3

  • BIS English: 1

  • BIS Journalism: 1

Summer 2004 (total: 4)

  • BA English/Literature: 3

  • BA English/Public Relations: 1

Fall 2004 (total: 6)

  • BA English/Journalism: 2

  • BA English/Technical Communication: 1

  • BA Spanish: 1

  • BSE English: 2



Year-by-Year Comparison of Faculty, Majors, and Graduates




2003

2004

2005

Full-Time Faculty FTE

24

21/23

25/25

Half-Time Faculty

3/2

0

0/1

Part-Time Faculty

15/10

11/

19/--

1 MOA/--


Number of Majors

169/142

129/

142/--

Number of Int. Majors

66/69

64/

69/--

Number of Graduates

45

25/

17/--

Department/Program Mission, Vision, Values

English/Journalism/Technical Communication Unit

English/Journalism/Technical Communication Mission Statement

In its various programs and offerings, the English and Journalism unit works toward these objectives:



  • An improvement of communication skills through practice in diverse types of expository, argumentative, technical, and imaginative writing.

  • A development of critical thinking through exposure to and interpretation of various world views offered in literary works.

  • An increased appreciation of literature, its backgrounds, history, and values through an analysis and discussion of authors and literary works covering a wide range of attitudes, perspectives, and expressions.

  • A familiarity with the technological tools available for the study of writing, language, and literature.

  • A deeper understanding of one’s own culture and tolerance and acceptance of things foreign through a study and appreciation of another language and culture.


English/Journalism/Technical Communication Goals

  • Create separate Foreign Languages Department with an additional full-time secretary.

  • Upgrade half-time secretary to full-time.

  • Resubmit the BA English/Creative Writing emphasis.

  • Review for possible revision the BSE English degree.

  • Develop and implement a BS Technical Communication.

  • Increase numbers of majors in Technical Communication to at least 30.

  • Initiate any needed changes in General Studies offerings.

  • Explore development of a certificate in Technical Communication.

  • Explore development of a multi-disciplinary technologies/Web publishing major.

  • Strengthen connections between education and world of work.

  • Expand and refine department’s Web pages to make them more attractive, user-friendly, and effective.

  • Increase number of English majors by 5 percent.

  • Offer at least one interdisciplinary course and one team-taught course.

  • Increase visibility of literary studies in the department.

  • Return as soon as feasible to the previous cap in number of seats in general studies class sections.

  • Provide adequate funding and support for The Mochila Review.

  • Continue to enhance departmental off-campus learning programs, including Study Abroad and Study On-Site for English majors and Outdoor Semester for interdisciplinary focus.

  • Continue to support the Prairie Lands Writing Project, finding additional ways for that important program to intersect departmental goals and activities.

  • Increase support for departmental recruiting of students.

Foreign Languages Unit

Foreign Languages Mission Statement

Foreign language classes are designed to prepare students for the teaching profession, careers in the business world, and for graduate school in foreign languages and related areas. The skills of speaking, listening, reading, and writing in the foreign language, as well as knowledge of the culture of the countries that use the language, are all emphasized. Study of a foreign language in the department strives to lead students to a more intimate knowledge of another culture by:



  • Empowering students to speak and understand another language.

  • Developing the ability to communicate ideas effectively through writing in another language.

  • Familiarizing students with the historical, artistic, social, and ethical aspects of another culture.

  • Recommending that majors have first-hand experience in another culture through study abroad programs and encouraging all foreign language students to participate in study abroad.

  • Providing the opportunity to learn about and use technological tools in the area.

  • Understanding more about themselves and the other culture by reading its literature

  • Learning to use the language in a variety of contexts and for multiple purposes.


Foreign Languages Goals

  • Improve the visibility of foreign languages on campus.

  • Hire a full-time, renewable instructor to teach French and Spanish.

  • Explore cross-disciplinary partnerships with other departments.

  • Continue credit-awarding Study Abroad Programs in France, Germany, Mexico, and Spain.

  • Continue to emphasize the importance of study abroad programs for foreign language students and create ways to make these programs possible for more students.

  • Develop long-term exchange program(s) in Spanish-speaking countries.

  • Solicit study-abroad scholarships.

  • Increase off-campus recruitment of high school students.

  • Continue tweaking format of and activities for Foreign Language Day, with more emphasis on recruitment of students.

  • Continue to improve the quality of major and minor programs.

  • Explore courses or degree programs with other majors.

  • Offer more foreign language courses as part of learning communities.

  • Develop a German Studies major program.

  • Continue and evaluate accuracy of computer testing for language placement.

  • Finalize assessment instrument for majors.

  • Meet with high schools teachers in ongoing improvement of articulation.

Integration of Department and Institution Goals
Western Strategic Plan Goals
Academic Affairs and Enrollment Management
Goal Two: Develop a diverse mix of students with academic potential for completing high-quality programs.
Department response and outcomes (recruitment activity and successes)

The department has conducted a variety of recruitment events designed to position itself in a positive light, particularly with area high school students. The three main events include High School Writing Day, Foreign Language Day, and Fall English Dinner.



High School Writing Day 2004

  • Co-sponsored by Prairie Lands Writing Project and the department.

  • General Session conducted by Kathy Miller, Prairie Lands Writing Project Teacher Consultant.

  • Ten different workshops offered, nine of which were repeated in a second session.

  • Attended by approximately 150 students and 15 high school teachers from 12 area high schools.

  • Closing session conducted by Stephen Kibler, Prairie Lands Writing Project Teacher Consultant.

Foreign Language Day 2004

  • Approximately (100) high school students in10 St. Joseph and area high schools, and (40) MWSC students participated.

  • Activities organized by MWSC French, German, and Spanish clubs and members of Alpha Mu Gamma, MWSC’s chapter of the national foreign language honor society, under the direction of foreign language faculty:

  • Poster contest: “Spring Brings Hope, So Does Understanding. Through Foreign Languages “

  • International Cuisine Contest

  • Scavenger Hunt

  • Ethnic Dancing; MWSC students demonstrated traditional dances and provided dance instruction

  • Placement tests in French, German, and Spanish

  • Student-produced video commercials in a foreign language

  • German Spelling Bee

  • German Poetry Recitation

  • Euro-Trivia Bowl

  • German Film

  • Foreign language teachers joined MWSC faculty and administrators for luncheon.

Fall English Dinner 2004

Approximately 65 St. Joseph School District English teachers, administrators, English faculty, education faculty, and pre-service teachers — officers of SNCTE gathered Sept. 29 for the Fall English Dinner.

Speakers were Maridella Carter, Missouri Writing Projects Network director, who spoke on “Classroom Practice and Missouri’s New Communication Arts Grade-Level Expectations, “ and Western’s Tom Pankiewicz, who spoke on “The Role of Mandatory Reading Assignments: Western’s Common Reading Program. “

Other Departmental Recruiting Activities 2004

The department conducted these additional recruitment-focused activities:



  • Faculty distributed fliers and brochures and feature articles about Summer Study in France, Summer Study in London, Summer Study in Mexico, Summer Study in Quebec, and Summer Study in Spain. The departmental Web site (http://mwsc.edu/eflj/) includes substantial, current information on each of these programs.

  • Faculty have been actively recruiting for Outdoor Semester 2005. Courses meet on campus during the semester except for the off-campus dates for the northern and southern treks.

  • Faculty in the EFLJ department (Adkins, Bergland, Frick, Hennessy, Thorne) finished implementation of a $1,000 Strategic Planning Implementation Fund Grant for Applied Learning, “Advisory Board and Web Alumni Mentors for the EFLJ Department, “ to assist majors and minors in increasing their opportunities for applied learning at off-campus venues. They created an Advisory Board of area communication specialists — which met once each in spring and the semesters 2004 — with EFLJ faculty and students to exchange information about academic offerings and their applications in the work world; and updated, expanded, and made better use of the Web-based departmental alumni mentoring network (http://www.mwsc.edu/eflj/alumns.html).

  • The chair gathered names of the “best and brightest “ students in the department’s general education classes during spring 2004, who then were sent a letter from the chair along with materials about the department’s majors.

  • Departmental staff maintained a Web page for every faculty member, listing current teaching schedule, office hours, course syllabi, links to personal Web pages, and e‑mail links.

  • The department hosted a Winter Open House at the end of the fall semester. Faculty provided potluck that was supplemented by several purchased food trays. Current majors and potential majors were invited to partake, with a number of nice door prizes awarded to several students through a sign-in raffle.

In addition, the department is increasing efforts using advisement, department-to-department visits, and campus marketing to encourage students to consider double majors, particularly those that blend well with the department’s foreign language degrees.



Further new recruiting activities are planned for AY 2005.

Individual Faculty Recruiting Activities 2004

  • Met with five prospective and incoming students, prepared materials for majors fair

  • The Griffon yearbook is going to begin recruiting students at local high schools by going to the journalism/student publications classes and talking about our yearbook program. Students are already contacting their high school yearbook advisers and recommending our publications program. We are hoping to see some results from this effort. Also, the yearbook is creating a new recruiting brochure for the journalism program.

  • From my classes I recruited several majors and intended majors. I also worked closely with our Admissions office to contact any potential English majors. One success story involves and area honors who, at my invitation, visited our creative writing classes and met with current students. I also volunteered to be our departmental contact person.

  • Spanish faculty/Foreign Language Representative at the Griffon Edge Welcome Fair on August 27, 2004.

  • Spanish Club Advisor

  • Selection and presentation of Cuando vuelvas a mi lado (Spain, 1999) for Foreign Language Film Series

  • German faculty/Foreign Language Representative at the Griffon Edge Welcome Fair on August 27, 2004.

  • German Club Advisor

  • Selection and presentation of Comedian Harmonists (Germany, 1995) for Foreign Language Film Series

  • Selection and presentation of Forget Mozart (Germany, 1992) for Foreign Language Film Series

  • Actively recruited Technical Communications major Jacob Kelly in spring 2004, from my section of English 104.

  • Outdoor Semester, 2004 promoted and publicized on campus with 9 mini-presentations.

  • President’s Speakers Bureau, I presented 3 Lewis & Clark talks at the St. Joseph Museum, DeKalb HS, and at the Achinson Geneological Society.

  • As the Dual Credit Liaison, I have visited each of the Dual Credit classrooms, participated in course activities, and spoke to students about college expectations.


Goal Three: Strengthen existing and develop new academic programs, taking into consideration the educational and career needs of students and the economic, social, and cultural needs of the community.
Department response and outcomes (accreditation)
KEY POINTS

    1. Changes in the BA Literature and BS Education English majors and minors

  1. Revision of the literary studies course offering schedule

  2. Resubmission of the BA Creative Writing Emphasis

  3. Inclusion of Internship in foreign language study

  4. NCTE/DESE program review

SUPPORTING MATERIAL




    1. Changes in the BA Literature and BS Education English majors and minors.

Building on the revision to the English core achieved last year, this year’s proposal changes the literature curriculum so that more major courses are offered in the spring. This will allow any BS Education/English or BA Literature major to complete any missing coursework in the degree during the spring semester (when the bulk of the graduations take place). This heavier major course load in the spring should allow more tenured faculty to teach composition in the fall.
2. Revision of the literary studies course offering schedule

See 1a.
3. Resubmission of the BA Creative Writing Emphasis area

Responding to a request for more data in support of this emphasis (which was originally proposed and passed up through CGAC before being withdrawn because of financial factors four years ago), the department surveyed dual credit students, students from randomly selected Eng 104/108/112 classes and current English majors. The data gathered suggest that the new emphasis would not be diminishing current majors, but rather gaining new majors from other areas of the school. Moreover, many current majors would be interested in adding an emphasis to their present degree programs.
4. Inclusion of Internship in the BA French and Spanish,

In keeping with the strategic goal of applied learning, French and Spanish requested that the internship be allowed to count as one of the electives for the degree.


5. NCTE/DESE program review

English and foreign language faculty met during 2004 with Western’s educational leadership team in preparation for 2005 accreditation report writing. The National Council of Teachers of English approved the college’s English 9‑12 program, based on review of a book‑length folio and subsequent folio rejoinder submitted by the department in September 1999 and October 2000, respectively.

The NCTE/DESE review team gave conditional approval to the journalism 9-12 program, given lack of appropriate data to evaluate the program; no recent graduates have sought journalism certification. Reviewers did note that the curriculum for journalism content instruction and teaching methods appears to meet the state requirements for courses and hours required for endorsement in this area.
Goal Four: Strengthen the retention, graduation, and placement outcomes of students.
Department response and outcomes: (retention, graduation, placement rates, licensure/certification pass rates)

Retention rates for English majors are appropriate, especially when compared with other majors programs here that also have no admissions criteria. Since 1998-99 the total number of majors in EFLJ has been fairly consistent. The chart below gives the total enrollment of majors, degrees granted, and percentage of declared majors. While the percentage of degrees awarded vs. number of majors had seen some improvement previously, those numbers dropped for the last academic year. We are unsure why, but in discussions with Communication Studies, we have learned that their numbers have dropped similarly.


Majors declared and degrees granted (data for spring majors/academic-year grads)


Year

1999-2000

2000-01

2001-02

2002-03

2003-04

Majors

176

169

148

169

130

Degrees

38

38

44

45

42

Percentage

21.6%

22.5%

29.7%

26.6%

32.3%

The department’s online Alumni Directory, revised and updated in 2004, includes pages of more than 600 graduates since 1970, listing their degrees, years of graduation, workplaces, descriptions of work activities, and contact information, including e-mail addresses.

A study of EFLJ graduates in AY 1999-2000 completed by the MWSC Division of Professional Studies showed that of nine respondents three reported excellent career counseling from their major advisors, five reported good, and one reported satisfactory. The study also said that 56 percent incorporated the Career Services Office in their career search. Two respondents said the assistance was excellent, four said it was good, one said it was satisfactory, one said it was poor, and one had no response.

In addition, the department chair is able to alert majors to career opportunities using an EFLJ majors list to e-mail information in a timely and cost-effective manner.

The Professional Studies survey of EFLJ graduates showed that of nine respondents eight were employed full time and one part time. Additionally, they reported annual salaries as follows: two at $35,000 to $39,999, one at $30,000 to $34,999, four at $20,000 to $24,999, and two at less than $15,000.

We will make efforts to update these post-graduation results during 2005.




BA English/Literature Exit Testing

Students complete the ETS Major Field Test: Literature in English, a 150-item, multiple-choice exam covering poetry, drama, biography, the essay, criticism, the short story, the novel, and, to a limited extent, the history of the language.

Since 2001, 21 seniors here have completed the examination with reported percentile rankings (normed with college seniors nationally) ranging from the 11th to the 95th percentile and a mean percentile ranking of 53 — i.e., somewhat above the national average.

The mean percentile rankings by year are as follow:

2001 = 50 (seven students)

2002 = 37 (two students)

2003 = 60 (five students)

2004 = 37 (seven students)

The following table provides available results since 1997:
Year of Graduation %ile Test Date

2001

01S 95 04/09/2001

01S 46 01/09/2001

01U 46 04/05/2001

01U 34 04/05/2001

02F 74 11/03/2001

02F 44 11/03/2001

02F 14 11/08/2001


2002

02S 34 04/04/2002

02U 40 04/08/2002
2003

03S 79 04/08/2003

03S 74 04/08/2003

03S 70 04/14/2003

04F 60 11/01/2003

04F 18 11/10/2003


2004

04S 70 04/07/2004

04S 11 04/24/2004

04S 14 04/07/2004

04S 14 04/13/2004

04S 30 04/13/2004

04S 90 04/13/2004

04U 27 07/07/2004


The drop in the mean percentile rankings for 2002 may be the result of the new literature curriculum, in place since fall 2000, since the changes in the department’s curriculum reflect a shift away from national studies and canonical literature — the very literature that the exam privileges. Give the very small sample, it also may be a statistical fluke. While the mean percentile for 2003 rose back to and beyond previous levels for the reporting period, suggesting that the program is doing a better job preparing literature majors, numbers dropped again during 2004 to the 2004 level. During the next several years, the department will continue to monitor its students’ scores to determine (a) the effectiveness of the new literature curriculum and (b) the suitability of using this very traditional exit exam to assess the department’s English literature majors.
BA English/journalism, public relations, technical communication exit testing

Since spring 1998 EFLJ journalism, public relations, and technical communication majors have completed the one-hour ETC/JOU 401 Senior Portfolio course during the semester they graduate (spring semester for summer graduates). They must present a passing graduation portfolio consisting of a resume, cover letter, and materials from majors courses in this pass/fail course. Before 1997-1998, these majors developed the portfolio working with their academic advisors and submitted it to the department chair who arranged for departmental faculty or external evaluators to score the portfolios.

The portfolios presently are critiqued and scored in six categories using a rubric developed by the department’s English faculty in conjunction with assessment specialists at other universities; two qualified external evaluators critique and score the portfolios, which are rated Professional, Competent, Marginal, or Failing. English faculty review the score results and outside critiques of the portfolios. The department’s Professional Writing Committee reviewed during spring 2003 the requirements for this exit portfolio and provided appropriate revisions that better reflect the expectations faculty have of journalism, public relations, and technical communication graduates.

No students have received a Failing score on an exit portfolio since the implementation of the Senior Portfolio course.

The following figures show the results since 2000:
Year Results

2000 (12) 4 Polished, 8 Competent

2001 (19) 6 Polished, 13 Competent

2002 (17) 4 Polished, 9 Competent, 4 Marginal

2003 (17) 4 Polished, 10 Competent, 3 Marginal

2004 (14) 1 Polished, 8 Competent, 5 Marginal


BSE English Exit Testing

From October 1998 to the fall of 2000, Bachelor of Science in Education majors in English and foreign languages completed the Praxis II Examination as their exit exam near the end of their professional sequence and prior to graduation. Since fall 2000, the Praxis II has been phased into use for determining majors’ eligibility for admittance to the Student Teaching level of the Professional Sequence. This ensures that students who complete the professional sequence have met all requirements for state certification. They must receive a passing score (158), as determined by the Missouri Department of Elementary and Secondary Education, in order to be certified to teach in Missouri.

Since the implementation of the test in 1998, departmental records show that 58 BSE English and foreign languages majors have completed the Praxis II Examination, with 49 of the 58 achieving a passing score on their first attempt (85 percent), and 52 of the 58 ultimately passing (90 percent) after a second attempt.

CHECK CURRENT




Applied Learning and Student Development
Goal One: Provide students, by graduation, the opportunity to blend academic knowledge and applications in and beyond the classroom.
Department response and outcomes: (applied learning opportunities and numbers)
KEY POINTS

  1. Internships across the department’s disciplines

  2. Outdoor Semester

SUPPORTING DATA


1. Internships across the department’s disciplines

The department has required internships in its BA English emphases (journalism, public relations, technical communication) since 1978 — certainly among the oldest such programs on campus. Students majoring in BA English/literature and/or minoring in journalism and technical communication also are encouraged to complete internships.

During 2004, 19 students completed credit-based internships — 11 off campus: St. Joseph News-Press, YWCA, Society for Technical Communication, Custom Convenience — Cameron, ERA McClain Realtors, Sun Publishing, St. Joseph 106.5 Radio, WDAF-TV4 — Kansas City, New Song Media Ministry, and the St. Joseph School District

On-campus placements in recent semesters have been in the offices of Student Affairs, Student Success, Unity Services, Sports Information, Housing and Residential Life, as well as with The Griffon News and EFLJ computer-aided instructional lab. These included practicums where students designed and published newsletters, constructed Web sites, wrote news releases, developed reports, completed technical documentation, and/or completed public relations work as assigned by their supervisors.

Foreign language faculty continue to seek foreign language internship opportunities, which were added to the curriculum in 2002. In 2004, foreign language students worked as tutors for the St. Joseph Public Schools Bilingual Education Program.
Year-by-Year Comparison of Applied Learning Activities





2002

2003

2004

Ind Research

Internships

16

24


10

20


--

--


Performances*

--

--

--

2. Outdoor Semester 2004

Students completed travel studies that integrated five disciplines of study: writing and research, literature, music, physical geography and outdoor education / ethics.

Traveling north to Great Falls, Montana, and the upper Missouri River in mid-September, students were joined by three faculty and six professionals from the St. Joseph community. Lively discussions of history, writing, astronomy, and ethics were shared as students canoed the White Cliffs area so richly described in the Lewis & Clark journals.

Highlights included the following:


  • Visits to the Lewis & Clark Interpretive Center, Great Falls, Montana.

  • Evenings of readings by guest poet Paul Zarzitsky.

  • Campsite readings along the Missouri River of Lewis & Clark and Chief Seattle.

  • Canoeing, hiking, camping at Eagle Creek, Hole in Wall, and Slaughter Creek, Oklahoma.

  • Personal journaling.

  • Tour of Historic Ft. Benton, the last navigable point below the Great Falls.

During late October the Outdoor Learning Community traveled through Kansas, Oklahoma, New Mexico, and Colorado, following parts of the Santa Fe Trail and studying the westward expansion into the Southern plains and desert Southwest.

Highlights included the following:



  • Inipi Ceremony with drums and sweat lodge in Witchita, Kansas.

  • Visit to the Great Salt Plains of Oklahoma.

  • Hiking at Black Mesa, Oklahoma, and Capulin Volcano near Cimarron, New Mexico.

  • Tour of the Bison and Blackfooted ferret restoration projects on Vermejo Ranch in Cimarron, New Mexico.

  • Tour of Taos, Taos Pueblo, and the Rio Grande Gorge.

  • Whitewater rafting on the Rio Grande River.

  • Hiking and camping at the Chaco Canyon World Heritage Center and studying the ruins of Pueblo Bonito and Pueble Alto.

  • Laser Star Program in Chaco Canyon, courtesy of the Colorado Mountain Club, which identified planets, constellations, and relevant mythology.

  • Experiences in Southwest cuisine in the Indian Market in Santa Fe.

  • Tour of the Koshari Indian Museum and Kiva and Bent’s Old Fort National Historic Site.

The five cooperating faculty (Elizabeth Sawin, James Grechus, Deborah Freedman, Ken Dagel, and Mark Hamilton) spent considerable time discussing itineraries and sharing individual expertise. They look forward to refining the delivery of their courses and building upon emerging opportunities for student study and research in the field during Outdoor Semester 2005.

Goal Two: Provide additional opportunities for students to participate in international and/or multicultural experiences.
Departmental response and outcomes: (number of students and nature of travel/study)
The department was the first on campus to conduct summer study abroad. It continues to excel in the international and multicultural experiences it offers students.
Summer Study in Dublin and London

English 399 Dublin and Her Authors was offered in the spring semester. Ten students participated. This was the department’s second offering in Dublin. In order to make the study abroad component of the class more affordable for our students, the class met throughout the semester on campus and completed the on site portion of the class during spring break week. This model has now been adopted by the department for a new course, ENG366 Literature on Site.

No summer study in English was scheduled for 2003. In 2002 Missouri Western offered for the first time a study abroad program in Ireland in which five students participated. During 2000 and 2001, Missouri Western participated in the London Summer Study Program under the aegis of the Missouri Consortium in London. Seven (2000) and nine (2001) Missouri Western students studied for 3-1/2 weeks in London. For additional details about both study abroad experiences, see English study abroad in the Points of Pride below.
Interim Programs in French and Spanish

Foreign language faculty continue to sponsor programs in France, Germany, Mexico, and Spain. These programs take place during winter session, the last three weeks of May, or in the case of French, in June. Students receive three hours of credit for approximately 90 hours of classroom instruction (six hours per day for 15 class days). Emphasis is placed on aural/oral skills. The purpose of these programs is provide students a laboratory experience where than can use the language that they have learned in classes given at MWSC. Students normally participate in these programs after having taken two or four semesters of foreign language at MWSC. These programs do not substitute for any classes given at MWSC.


Semester Programs in French, German, and Spanish

The department sent two students to the Université d’Angers in Angers, France during the spring 2004 semester; they were the inaugural participants of the department’s exchange program with that university. In addition, a student from the Université d’Angers enrolled in courses for the 2004-05 academic year at Western. The department anticipates sending two more students to Angers for the 2005-06 year and welcoming another student from Angers here.

In fall 2004, Dr. Tim Holian worked out an agreement with the Otto-Friedrich-Universität in Bamberg, Germany, for semester or year-long exchange between Western students and German students. The department anticipates receiving and sending students via this exchange during 2005. German students coming here will be encouraged to be active in departmental activities so that Western students will benefit from their participation. Pending the establishment of exchange agreements with institutions in Spanish-speaking countries, Western works with Southeast Missouri State University to sponsor foreign study programs at universities in Mexico, Costa Rica, and Spain. Students generally receive 12 hours of credit for a 12-week program. This credit can be used to replace equivalent classes at Western that are required for a foreign language major.
Outdoor Semester

Note that the Outdoor Semester, detailed above and elsewhere in this report, fulfills this goal.


Goal Three: Recognize and expand applied learning activities in coursework. (Do not include independent study activities here)
Departmental response and outcomes
Across its curriculum the department provides applied learning activities in coursework for its students — so much so that they seem second nature. The following exemplify this innate characteristic:

  • BSE French and Spanish students participate in at least one practicum.

  • JOU 210/310 Newspaper production labs, JOU 214 CD ROM/Multimedia Production Lab, and JOU 212/312 Yearbook/magazine production labs all are based on a hands-on, learning-by-doing philosophy.

  • ENG 232 Language Awareness had students do a certain amount of fieldwork in sociolinguistics, including listening to conversations to study and determine the speech communities of the participants and doing surveys about dialect and usage.

  • ETC 420 Technical Documentation required students to create projects for offices across campus. Some examples of those include Society for Technical Communication Chapter Handbook, Office of Student Success Guide to the Senior Year, Outdoor Semester Handbook, and Center for Academic Support Policy and Procedure Guide.

  • ENG 316 Internship in English has students act as guided peer workshop leaders and small-group teachers for ENG100 students.

  • ETC/JOU 422 Public Relations Writing, during spring 2004, has students write proposals for real world situations on campus or in their workplaces. Although students are not required to submit these proposals to their nominal recipient, several of them did so, with resulting changes in employee training, record keeping, and other workplace practices. Some of them also prompted student organizations to change they way they were managing programs.

  • ENG 466 Practicum in the Teaching of Writing has students act as guided peer workshop leaders and small-group teachers for ENG100 students. ENG466 students also prepare sample curricular material, some of which ends up in the actual workshop curriculum.

  • The pre-service teachers in ENG 365 and ENG 465, English education courses, create teaching projects in conjunction with Prairie Lands Writing Project teacher consultants, including participating in the site’s online writing group and assisting with High School Writing Day. Additionally, the students design and conduct a writing merit badge workshop every fall for area Girl Scouts.

  • ENG 285 The Making of Contemporary Literature: Mochila Review has witnessed an increase in the number of students involved in Mochila. Also, Canvas, which was first produced during spring 2004, provides literature publication opportunities for students in the Mochila class and others who are members of Sigma Tau Delta National English Honor Society.

  • In a section of ENG 210. the class project of creating a Time Line graphic from the Big Bang to the Present Day was highly successful. Students were invited to hang it during Student Research Day.

  • An ENG 104 section was revamped as an interactive writers’ workshop and small group community, making use of Natalie Goldberg’s Writing Down the Bones as an accompanying text to the more traditional composition text.

  • Research assistants work closely with faculty in EFLJ. One student received research credits for her part in a published article.

  • Supervised Society for Technical Communication students as they led a Desktop Publishing Workshop for Girl Scouts, October 2004

  • Two classes I teach are applied learning: Griffon Yearbook and Desktop publishing. In both of these classes students produce professional-quality work in a hands-on workshop class. The yearbook competes each year in a variety of forums. For desktop, the final project is intended as a promotion piece for an organization or business.

  • The work my students do in ENG285 exemplifies applied learning. The must use their literary judgment developed in creative writing and literature courses as they recommend submitted manuscripts be published or rejected. They also apply layout, design, copy editing, and public relations skills gained in other courses.

  • Fifteen students from Dr. Donaher’s ENG399: Studies in Popular Literature course wrote papers that were accepted for presentation at the 2005 Popular Culture Association/American Culture Association Joint Conference in San Diego, California from March 23-26. Thirteen of these students have made the additional commitment to go to the conference and were awarded money from the Student Excellence Fund for a portion of their travel expenses and from the Student Government Association for their registration fees and some lodging expenses. The PCAACA Conference is an international, refereed conference for scholars in the fields of popular culture and American culture, and it is a great honor for our undergraduate students to have been accepted to the conference since few graduate students even present at this conference. By submitting their papers to an outside juror, in this case the Area Chairs who vet the proposals for conference acceptance, students are engaging in the very kind of real world experiences that are fundamental to Missouri Western’s applied learning initiative. Beyond the applied learning benefit of presenting at the conference and reporting on their conference activities when they return, students also will have the opportunity to network with their future colleagues and practice the kinds of interactions that are usual to academic discourse communities. These conference presentations are also an invaluable opportunity for Missouri Western State College to gain additional national exposure for both its commitment to applied learning and for its quality undergraduate education.

  • ENG 365 and ENG 465. The pre-service teachers in these English education courses create teaching projects in conjunction with Prairie Lands Writing Project teaching consultants, including the site’s writing groups, “Banned Book Reading,” and assisting with High School Writing Day. Additionally, the students design and conduct a writing merit badge workshop every fall for area Girl Scouts.

  • ENG 323 Literature and Computers: Students created resource and reference web sites for topics and authors in literature. Upload to the server for public access was optional.

  • ETC 324 Electronic and Online Communications: Students developed a Rhetoric of email and analytical procedures for best practices in email communications in the workplace. Students also developed office procedures help files in Robohelp for a local business or organization.

  • ETC 224 Introduction to Writing for the Internet. Students learned to use WYSIWYG software Dreamweaver MX 2004 to develop small professional web sites for local business or organization. Upload to public server was optional.

  • Co-supervised the Desktop Publishing Badge workshops given for visiting Girl Scout troops. The workshops were led by our English Majors who are student members of the Society for Technical Communication.

  • Native American cultural awareness and involvement with Jimmy Dick’s visit to campus. Jimmy Dick is the Eagle Staff Carrier and a singer/drummer for the Cree people, Toronto, Canada.

  • Mentoring of Student Research Assistants in EFLJ.

  • Faculty Advisor Student Scribes & Muses Club.

  • Outdoor Semester: application of classroom instruction to outdoor education, journal writing, canoeing, and the exploration of primary sources as a basis for extended secondary research.

  • An English 104 Learning Community paired with Introduction to Civil Law examined the Brown v. Topeka Board of Education decision by viewing and discussing the film Separate but Equal and attending a lecture on the Brown decision by Juan Williams, an author and National Public Radio analyst.

  • ENG 316 Internship in English has students act as guided peer workshop leaders and small-group teachers for ENG100 students. Students also observe the ENG 100 classes and then write observation reports.

  • ENG 466 Practicum in the Teaching of Writing also has students act as guided peer workshop leaders and small-group teachers for ENG100 students. Students also observe the ENG 100 classes and then write observation reports. ENG466 students also prepare sample curricular material, some of which ends up in the actual workshop curriculum.

  • ENG 108 College Writing and Research: In my classes, students are required to do field research; students are required to do at least one in-depth interview with an authority and write a 3-5 page paper on that interview that will then be incorporated into the final research project; students are also encouraged to do observations and surveys.

  • ENG 100 Introduction to College Writing in “Western Connections” implemented a service project in which ENG 100 students visited St. Patrick’s school three times during the semester in order to aid and mentor elementary school children. ENG 100 students then had to write about and discuss the experience and all of this was incorporated into the learning community “Education (R) Evolution. According to all involved, it was a success.

Western Image and Advancement
Goal Three: Identify strategies to position Western as the first choice among colleges in northwest Missouri, emphasizing applied learning opportunities.
Departmental response and outcomes
Publication of The Mochila Review is a necessary and vital part of what it means to be professionals in a professional setting. Colleges and universities of worth value such enterprises, so its connection to Missouri Western lends distinction to the institution. Also, a key element in production of Mochila is the opportunity for students to participate. Fifteen students (five spring, ten fall) have done so during 2003. UPDATE NUMBERS

Moreover, the department’s two student publications (The Griffon yearbook and The Griffon News) should be lifted up as powerful draws for area students interested in leading-edge and relevant hands-on experiences. Students participating during 2004 in The Griffon yearbook numbered 63, with 43 enrolled in lab for The Griffon News. UPDATE NUMBERS

The strongest assets are Western’s small classes and the opportunity to do hands-on work such as in yearbook and newspaper. Students often say this is the main reason they are glad they have chosen our program.

Planning sessions with other faculty, conceiving of a “Center for the Advancement of Cultural & Ecological Studies of the Great Plains” to be established at MWSC. A first conference is planned for February 2006 in “Applied Learning Outside the Classroom.”

Through the ENG 316 and 466 courses, English majors are provided the opportunity to teach college students and to receive instruction on teaching, evaluation/assessment, etc. This teaching experience, the written work that comes from it and the evaluations the 316 and 466 students receive from their students and the director are all invaluable opportunities for students who are creating portfolios, going to enter the teaching profession and who are going on to graduate school. Especially for English majors who will be applying for teaching assistantships, this opportunity gives them a distinct edge over other applicants who did not receive this opportunity as an undergraduate (I have student testimonials in regard to this). These unique courses/opportunities can serve an as effective recruiting tool for majors, especially those majors who wish to continue with their education.

Finally, the department can cite the following opportunities, all of which are addressed in detail elsewhere in this report:



  • Professional internships

  • Outdoor Semester

  • Summer and semester study abroad


Community Service, Community Partnerships, and Workforce Development
Goal Three: Increase the participation of Western students, faculty and staff in community service activities.
Departmental response and outcomes (service participation by number and hours for students, faculty & staff, list of partnerships and nature of activities)
During 2004, the Student Chapter of the National Council for Teachers of English conducted the following activities:

  • Reading and discussion of multi-cultural literature in February

  • Panel discussion, “Surviving the First Six Weeks of Teaching, “ conducted by first- and second-year teachers in November

  • Day-long Merit Badge Writing Workshop for 85 area Girl Scouts at Missouri Western in October

  • SNCTE members also assisted with High School Writing Day

  • Co-sponsored the college’s annual “Banned Book Reading”

MWSC is the sponsoring organization of the Alliance Française de Saint Joseph. This partnership includes providing space for the group’s monthly meetings or cultural events. As president of the Alliance Française, Dr. Susan Hennessy facilitates this relationship and provides a forum for international understanding and enlightenment.

Under the supervision of Dr. Kaye Adkins, the MWSC chapter of Society for Technical Communication held a Desktop Publishing Workshop for area Junior and Senior Girl Scouts in October 2004.

Dr. Adkins also serves as a resource for community members who are interested in technical communication, answering questions for those seeking to enter the field.

The “Seventh Annual Reading of Challenged and Banned Books” took place on September 25. Coordinated by Dr. Mike Cadden, the well-attended event consisted of faculty and students reading excerpts from banned or challenged books.

Dawn Terrick is a founding member and secretary of Heritage Action Campaign, a new non-profit preservation organization in St. Joseph. She also serves as newsletter editor of mphMaking Preservation Happen. Heritage Action Campaign has worked with various local organizations in St. Joseph, including a group of MWSC Communication Studies/Theater students, who volunteered to be docents and actors for Heritage Action Campaign’s Candlelight Victorian Homes Tours in November 2004. This collaboration was so successful that they are planning future events with MWSC students and professors. As a vital part of this organization, Terrick is not only trying to educate citizens on the importance of heritage and preservation, but she also is trying to instill citizenship and volunteerism among students and faculty and help craft constructive relationships between MWSC and the entire St. Joseph community. She devotes about 100 hours per year to this work.

Other individual community service activities include the following (all hours are cumulative for 2004):



  • Supervised Society for Technical Communication students as they led a Desktop Publishing Workshop for Girl Scouts, October 2004. (12 hours)

  • I am an active member in a number of community organizations. I am on the board of the Runcie Club and produce the newsletter, a time consuming task. (150 hours)

  • I am also active in my church. (250 hours)

  • I have also given a number of presentations to various groups in our community on journalism and have volunteered to do several more in 2005.

  • Open Door Food Kitchen. (24 hours)

  • Cathedral Early Childhood Center, Board. (15 hours)

  • Translation of birth certificate for national of Venezuela.

  • Information dissemination among Spanish major regarding professional and service opportunities in the community.

  • Judge - Scholastic Writing Awards, January 24 and 31. (16 hours)

  • Prepared a brief report in May for Rhonda Martin, Manager for Employment and Training for the Southwest Workforce Development Center, in Memphis, Tennessee, on assessing dialect and language issues in the workplace and where to find worker training in “business language” and etiquette. (4 hours)

  • Researched techniques in August for learning Korean for a MW Alum, Ashlee Swartz, who was sent to language school in Monterrey, California by the Navy. (3 hours)

  • Continue to be active in the preservation community. (20 hours)

  • Continue to rescue feral cats; socialized, neutered, vaccinated, and find homes for stray cats; 2 hours per week. (104 hours)

  • Even Start Grant Program Advisory Board member. (20 hours)

  • Apple Seed Foundation Board Member — grant committee, Innovator of the Year Chair. (30 hours)

  • “Women Writers Along the Rivers” presentation: Salvation Army Auxillary. (2 hours)

  • Scholastic Creative Writing Contest Scoring site coordinator and judge. (24 hours)

  • Phi Delta Kappa educational leadership executive board – college representative. (12 hours)

  • St. Joseph Press Club Women member (9 hours)

  • Supervised Girl Scout Merit Badge Workshop for SNCTE/ENG 465 members. (20 hours)

  • Performing Arts Association Board as Personnel Committee chair. (25 hours)

  • St. Joseph Literacy Coalition Board member. (8 hours)

  • Translation of birth certificate, passport, and other personal documentation for elderly travelers going to Germany, and for native Germans needing to supply same to the U.S. Government. (15-20 hours)

  • As a co-sponsor of the MWSC Society for Technical Communications student chapter, I prepared and presented a workshop on Intellectual Property for the local troop members and leaders from the Girl Scouts of America organization. (15 hours)

  • I have served as moderator for a middle-school academic bowl competition at Bishop LeBlond High School. (5 hours)

  • I have served on a church advisory committee (20 hours)

  • I have served as lector in my church (12 hours).

  • I have served as Confirmation leader for my church (10 hours)

  • I have coordinated and presented several school-district workshops and professional development sessions. (50 hours).

  • Committee service and volunteer work (Landmark Commission, Border War Society): (260 hours)

  • Secretary of Heritage Action Campaign (HAC), a non-profit preservation organization in St. Joseph. Heritage Action Campaign has worked with various organizations in St. Joseph. A group of MWSC Communication Arts/Theater students volunteered to be docents and guides for Heritage Action Campaign’s Downtown Loft Tours in November 2004, the second year that HAC has collaborated with MWSC students and professors. As a vital part of this organization, I am not only trying to educate citizens on the importance of heritage and preservation, but I am also trying to instill citizenship and volunteerism among our students and faculty and help craft constructive relationships between MWSC and the entire St. Joseph community.

  • Editor of HAC’s quarterly publication, “Making Preservation Happen.”

  • President, Apple Blossom Parade and Festival, Inc., leading small group of mostly volunteers in presenting both the Apple Blossom Pageant and Parade each spring. This also includes shooting and preparing photographs to use online at the Apple Blossom Web site (www.appleblossomparade.com). (160 hours)

  • Vice-President of Music Accents, the parent support group for the music program at Savannah High School. This includes 1) attending four band days each fall, where we provide food, drink, transportation, and other support for the marching band, 2) organizing two fundraising dances each year for Savannah Middle School students, 3) planning and publicity for annual fundraising spaghetti dinner each spring, 4) attending home football games to sell various items to raise money. (120 hours)

  • Member of the Ashland Ministry Players, a drama team that presents regular performances that are blended into Sunday worship at Ashland United Methodist Church. This involves a good deal of memorization, practice, and staging. (60 hours)

  • Sound technician at Ashland United Methodist Church. I run the sound board at the 7:55 a.m. worship service each Sunday; also, I record the service to CD and then burn 12-15 discs for shut-ins and others unable to make it to church.


Year-by-Year Comparison of Community Service Activities*




2002

2003

2004

# Faculty Volunteers

19

20

--

Avg # Fac Hrs/Mo

59

91

--

# Community Groups

31

44

--

# Hrs Stu Volunteers

--

--

--

# Comm Stu Com Ser

--

--

--

Points of Pride
English/Journalism/Technical Communication Unit
KEY POINTS

1. The Griffon yearbook

2. The Griffon News

3. The Mochila Review

4. Prairie Lands Writing Project

5. Outdoor Semester

6. General Education Offerings

7. EFLJ Policy Guide

8. English Study Abroad Programs

9. Internship Programs Across the Disciplines

10. Faculty Professional Development (primary data is in Appendix B)
SUPPORTING DATA
1. The Griffon Yearbook

Missouri Western’s yearbook has established an enviable track record of performance, distinguishing itself by winning awards and recognitions as follows:

2001


  • Associated Collegiate Press Convention, Best of Show, New Orleans, LA.

  • Associated Collegiate Press, the premier rating service, All-American rating (received this distinction in all but one year submitted 1988-2002 (yearbook was not submitted in 2000 because of adviser’s sabbatical leave)

  • Missouri College Media Association: Aaron Steiner (1st in feature photography and sports design, 2nd in sports; photography and 3rd in portrait design); Kayla Bear (1st in student life design); Sheree Miller (2nd in feature writing); Mindy Kinnaman (3rd, personality sketch); Staff (3rd, theme development)

  • 2002

  • Third Place, Best of Show, ACP/CMA National College Media Convention, Orlando, FL, Nov. 2002

  • 2003

  • Missouri College Media Association: Staff, Third Place, Theme Development; Stephanie Radel, Second Place, Personality Sketch; Jared Hoffman, Third Place, Personality Sketch; Ruth Doornink, Third Place Feature Writing; Ashley Reynolds, Honorable Mention Feature Photography, H.M. Sports Photography; Rachel Siron, Second Place, Student Life Design; Deliese Brewster, First Place, Sports Photography

  • Associated Collegiate Press, 4th place in Best of Show National College Media Convention, Dallas, TX.

  • Associated Collegiate Press, All-American rating

2. The Griffon News



The Griffon News has garnered its own share of awards, as indicated in the following listing:

Missouri College Media Association

2000


  • 22 awards total (out of 30 submissions)

  • First-place awards in Editorial Writing and Entertainment cartoon

  • Aaron Steiner named “College Photojournalist of the Year” for the state of Missouri

2001

  • 19 awards total

  • First-place awards in News Writing, and Sports Column Writing

2002

  • 13 awards total

  • First-place awards in Entertainment Cartoon and Feature Photography

2003

  • 12 awards total

  • First-place awards in News Reporting, Sports Column, and Entertainment Review

2004

  • Third Place, Sweepstakes Award (most overall awards)


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