Executive Summary of Results

The overwhelming majority of course materials has been created and piloted in multiple sections of the course. The general response to the course content and delivery systems (Oncourse + Web) has been favorable. The target audience—students in Allied Health programs who have difficulty enrolling in electives due to their program demands—has been most satisfied with the course. The next phase is to revise materials so that there are print versions of the assignments and quizzes available to the students.

Need for the Project

The growing number of Hispanics in the Michiana area prompted repeated requests to the Spanish program for courses in Spanish for Health Care Personnel. Our goal was to give students a sound basis in basic structures and vocabulary as well as specialized content. Unlike focused language courses that do not provide the skills necessary to continue in a traditional program, this course used a standard textbook along with a specialized work text, and assessed basic as well as focused skills in reading, writing, speaking, and listening.

Use of Technology

The instructional technology weans students from use of a standard textbook format. The technology offers instant feedback/correction for assignments based on the required textbook, but then guides students to an independent and creative use of the structure or vocabulary in each module. The students eventually use Oncourse and the Web as the sites for feedback and assignment submission; the textbook becomes a “quick reference” tool only.

Instructional Design Plan

Describe how the use of technology used supported your teaching approach:

• What student learning outcomes were expected?

It was expected that students would demonstrate functionality at the novice level of Spanish and use of medical terminology within elementary structures.

• How did your teaching plan encourage active learning, provide feedback, address respective learning styles, and build collaboration?

The course encourages active learning in that students face a variety of tasks in different formats. They are asked to reflect on diagrams, text, lists, audio sections, etc. Students get immediate feedback for much of the material through print and online answer keys. The students are permitted to print and hand write assignments or type/edit/cut and paste assignments. In addition, students are asked to express personal interests and experiences, and work from diagrams.

• What resources were used? (campus technology support services, etc.)

The Computer Science, Instructional Media Services, and Information Technology Departments were invaluable.

• Would your project be easily understood and executed by other faculty?

This project would be easily understood and executed by faculty who have had the appropriate training (HTML, FrontPage, Oncourse courses).

Potential to Impact Student Learning

Clearly define how your project improved student learning - include specific examples of how your project:

• Fostered depth of learning

The most important improvement in the depth of learning was matching relevant material to a motivated student. Several students have commented that they are regularly using material presented in the course in their professional environments.

• Supported efforts to improve retention

The option of completing this course over one calendar year has supported retention and completion in Allied Health students. Students can “stop out” of the course during finals, clinicals, etc., and complete the course during Winter Break or over the Summer.

• Fostered the learning of large numbers of students

The course has enrolled 70 students since its introduction in Fall 2003.

• Has broader applications that will affect learning K-12 or community environments?

There are obvious applications in the K-12 and community environments since many of the students will be working as school nurses or in clinics and hospitals in the area.

Assessment Plan

Briefly explain the effectiveness of your assessment plan:

• What measure of assessment was used?

The assessment is modeled after those used in Spanish S101 and S102 settings. Students submit proof of completion of self-grading assignments as well as compositions, assignments (written and oral), and exams that are graded by the instructor.

• How did your approach obtain measures of performance?

The measures of performance are based on national guidelines from ACTFL (American Council on the Teaching of Foreign Languages). ACTFL has guidelines for reading, writing, speaking, listening, and culture for students at different levels of language learning (based on contact hours with the language).

• Did you feel your measurement was accurate and effective?

Yes, based on the ACTFL guidelines. A student who earns a “C” in this course has clearly demonstrated basic skill in many areas of functionality, but with clear deficiencies in some skills.

Plan for Colleague Development

Describe your role and activities as a mentor:

• What mentoring activities were implemented to assist colleagues?

I presented a workshop through the University Center for Excellence in Teaching to help colleagues brainstorm a technology-aided course as well as meeting with colleagues one-on-one to discuss the course. I have also walked through my course materials with colleagues interested in the course.

• How did you help to develop colleague's instructional technology skills?

I recommended that colleagues use IT and other resources rather than thinking that developing a technology-aided course is something one does “solo”. I suggested that colleagues take advantage of the excellent course offerings regarding technology – a focused three-hour workshop is well worth the investment.

• How do you think your contributions to the Knowledge Base will help colleagues planning similar projects?

I believe that successfully developing a course that meets the needs of professionals as well as ACTFL skills guidelines provides a variety of models from which colleagues can adapt materials.

• Is your project approach potentially applicable to other contexts or disciplines?

Yes.

• What tips would you offer?

See above about using available resources.

Final Comments on Project Results

• Do you think you met the goals of your project?

Yes.

• What, if anything,would you do differently?

The first year I permitted open enrollment. Students who had never taken Spanish or performed poorly in the first semester of Spanish enrolled in the course. They soon found that they did not have the strategies to continue as an independent learner of a language.

• Did you have any unexpected outcomes? (positive or negative)

One student completed the course in only 4 weeks. That is both positive and negative – I was inundated with homework! I am also receiving more assignment submissions during Winter and Spring breaks, and during the Summer and weekends. Scheduling time to grade for this course is completely opposite that of a normal term.

• Would you recommend this teaching approach to colleagues?

Yes. But I would warn them that such a course takes about 10% more prep time.

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Last updated: 18 May, 2007

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