NEW ACADEMIC PROGRAM IMPLEMENTATION REQUEST SLL-ET March 10-1.pdfwill be placed on the practical application of theoretical constructs and empirically established methods that optimize

NEW ACADEMIC PROGRAM – IMPLEMENTATION REQUEST

I. PROGRAM NAME, DESCRIPTION AND CIP CODE

A. PROPOSED PROGRAM NAME AND DEGREE(S) TO BE OFFERED MA in Second Language Learning and Educational Technology

B. CIP CODE

SLAPHD 13.1401 Second Language Acquisition and Teaching EDTCMS 13.0501 Educational Technology

C. DEPARTMENT/UNIT AND COLLEGE

The proposed program will be jointly offered by the Second Language Acquisition and Teaching GIDP and the Educational Technology Program at UA South. The managing department will be SLAT.

II. PURPOSE AND NATURE OF PROGRAM

The goal of the program is to train second language professionals (e.g. foreign language and English as a second language, etc.) in the design and implementation of online and blended teaching materials. While the need for technology assisted language courses has increased, training in their design and implementation has not kept up. Most language teaching methodology courses make scant reference to online environments. This professional MA will address these issues.

III. PROGRAM REQUIREMENTS – list the program requirements, including minimum number of credit hours, required courses, and any special requirements, including subspecializations, subplans, theses, internships, etc.

A. CURRENT COURSES AND EXISTING PROGRAMS

The program will be mainly comprised of existing courses in the SLAT GIDP and the Educational Technology Program at UA South. We list the existing courses in the respective programs below.

SLAT Courses

a. Technology and Second Language Learning

FREN 581 Technology and Foreign Language Learning. This course focuses on the use of technology in foreign language learning. It has three parts: 1) theory, how computers fit within concepts of L2 acquisition; 2) pedagogy, how computers have been used in the classroom & 3) application, the design & implementation a segment of instruction. Identical to: SLAT 581

ENGL 589: Internet Technologies in L2 Teaching and Learning. This course explores theory, practice, and pedagogical application of the latest Internet and computer technologies in second/foreign language education, including synchronous and asynchronous chat, blog, wiki/collaborative docs, audio (podcasting), video, virtual world/digital gaming, mobile/handheld computing, and social networking technologies, in view of CALL (computer-assisted language learning), CMC (computer-mediated communication), SLA/D (second language acquisition and development), and literacies research. Identical to: SLAT 589

b. Second Language Pedagogy

GER 579 Issues/Methods in Post-Second Foreign Language Teaching/ Learning. Methods of post-secondary foreign language pedagogy. Discussion of broader issues of second language acquisition learner variables, including learning styles; the history of foreign language, education standards for foreign language learning and post-secondary teaching as a career. Identical to: EAS 579, FREN 579, LAT 579, RSSS 579, SLAT 579, SPAN 579

ENGL 613 Methods of Teaching English to Speakers of Other Languages. This course provides an overview of teaching English to speakers of other languages with an emphasis on methodology. Looking at all elements of the L2 classroom including the learner, the teacher, and input, this course is highly interactive with a focus on practical application. The skills of listening, speaking, reading, and writing are treated integratively on a grammar-communication continuum. Discussions on teaching methods and skills in second or foreign language contexts are facilitated by simulated teaching demonstrations, classroom observations, and guest presenters. Theories are discussed to the extent that the practical understanding of teaching methods is enhanced. Likewise, practical issues of teaching methods will be addressed whenever theories of language teaching and learning are introduced. Spanish 581 Foreign Language Teaching: Theory and Methodology. This course is to systematically examine methods, approaches, techniques and activities for the teaching of foreign language. It will include an overview of learner strategies and cooperative learning, the use and adaptation of textbooks, and some of the journals available in the field. Participants will be introduced to second language acquisition theories, course design, lesson planning and testing, which they can use in their field of endeavor and have experience creating a cohesive instructional unit.

c. Curriculum Theory and Development

ENGL 596O Topics in Second Language Teaching (Curriculum Development and Syllabus Design). The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers. Prerequisite(s): ENGL 613 or equivalent. May be repeated: for credit 2 times (maximum 3 enrollments) Identical to: SLAT 596O

FREN 583 Materials Development. This course focuses on how to design and implement modern foreign/second language instruction materials. We look at language acquisition issues as well as pedagogical issues. Participants are also asked to design and implement a segment of instruction.

d. Second Language Assessment

GER 587 Testing and Evaluation in Foreign/Second Language Programs. Introduction to fundamental concepts, principles and problems of psychometric measurement relevant to FL/L2 learning. Types of tests and their uses, test construction, analysis and interpretation of results. Identical to: SLAT 587, CLAS 587, ENGL 587, RSSS 587, EAS 587, FREN 587, SPAN 587

Other courses (Electives, alternatives) Additional courses chosen from the Applied Linguistics/Linguistics offerings in departments of foreign languages may be included as electives with approval of the SLL/ET program director. Educational Technology Courses

ETCV 510 Learning Theory in Instructional Design. Introductory course examining three major paradigms of human learning from which various learning theories, approaches, interventions, strategies, and techniques have stemmed. Emphasis is placed on relationships between theory and practice in instructional design.

ETCV 512 Student Engagement in Online Learning Environments. The study of social, constructivist and contemporary theoretical perspectives in online learning environments within the context of student engagement, participation, persistence, and retention of content. Review of the literature will be stressed, including exploration of tested methods of implementation strategies in both successful and unsuccessful applications. Emphasis will be placed on the practical application of theoretical constructs and empirically established methods that optimize engagement, participation, and learning in online environments.

ETCV 520 Introduction to Instructional Design. Introductory course addressing instructional design methods and theories with emphasis on technology-augmented instruction.

ETCV 524 Educational Gaming and Simulations. Study of educational gaming from theoretical and design perspectives, and the practical aspects of evaluating and implementing games, simulations, and virtual environments for teaching and learning. The societal and cultural impact of games and simulations, specifically as they relate to education will also be examined.

ETCV 623 Designing Online Learning Environments. This course addresses the principles of online learning environment design. Emphasize will be placed on research-based guidelines developed for synchronous and asynchronous forms of online education.

Other courses (Electives, alternatives)

ETCV 511: Learning Technologies in the Digital Age. Introductory course emphasizing a hands-on approach to exploring, integrating, and developing technology-augmented learning using research-based methods. The course is directed at instructional technologists and educators.

ETCV 530: Multimedia Applications in Education. Introduction to multimedia concepts, design, and instructional applications. Students will study various multimedia authoring tools to create interactive, engaging, and student-centered teaching and learning materials.

ETCV 547 Educational Evaluation. Program evaluation in educational technology. Evaluation for use in educational settings of instruction, measurement, and tool software.

ETCV 614: Emerging Technologies in Education. Study trends and issues in educational technology as well as examine emerging and open source technology applications.

ETCV 622 Introduction to Interface Design. Principles of educational human-computer interface design with an emphasis on visual design, cognitive components of design, and their impact on learning. Sample Course Sequence The following sample course sequence is based on the available courses. As more of the SLAT courses become available online, there would be more flexibility in course scheduling. Additional courses in Educational Technology may also become available. Students will be advised about alternative courses and scheduling as additional courses become available online.

1. Summer Session (face-to-face) a. ENGL 613 Methods of Teaching English to Speakers of Other Languages OR

GER/SLAT 579 Issues/Methods in Post-Second Foreign Language Teaching/Learning OR SPAN 581 Foreign Language Teaching: Theory and Methodology

b. ETCV 511 Learning Technologies in the Digital Age

2. Fall Session (online) a. GER/SLAT 587 Testing and Evaluation in Foreign/Second Language

Programs b. ETCV 520 Introduction to Instructional Design c. ETCV 510 Learning Theory in Instructional Design

3. Spring Session (online)

a. FREN/SLAT 581 Technology and Foreign Language Learning b. ETCV 623 Designing Online Learning Environments c. ETCV 512 Student Engagement in Online Learning Environments

4. Summer Session (face-to-face)

a. FREN 583 Materials Development OR ENGL/SLAT 596O Topics in Second Language Teaching (Curriculum Development and Syllabus Design).

b. ENGL/SLAT 589 Internet Technologies in L2 Teaching and Learning c. SLAT 596B Capstone and Portfolio

B. NEW COURSES NEEDED

One course will be needed in addition to the courses listed above: a capstone course will be taught at the end of the program and will allow students to recapitulate their experience in the program and to create a web-based portfolio to demonstrate their new qualifications and abilities. This course may also be used for those students who wish to write a thesis for their MA.

The capstone course will be cross-listed in both SLAT and ETCV and may be offered by faculty in either program.

SLAT 596B Capstone and Portfolio. Final course in the SLL/ET MA program. In this course students will create a web-based portfolio of their design and implementation experiences in the MA. In addition they will describe the materials and self-assess them. 3 credits.

C. REQUIREMENTS FOR ACCREDITATION

All courses offered in this proposed MA are presently offered through a UA program. D. DISTANCE LEARNING

All courses offered by the Educational Technology Program at UA South are presently offered online. The SLAT program has two courses presently offered online. Additional SLAT courses will be offered online as resources permit. SLAT has applied for funding to move two of its courses to an online format during the Fall semester 2014. The entire MA SLL/ET will be available online by 2016. IV. STUDENT LEARNING OUTCOMES AND ASSESSMENT

A. STUDENT OUTCOMES

As a result of this program, students will be able to: Design and implement language content courses taking into account current second language acquisition theoretical frameworks as well as current learning theory and instructional design principles in educational technology.

Use the most appropriate techniques and web-based tools in the implementation of language courses.

Use the most up to date techniques to engage students in their courses, including educational games and simulations.

Assess student’s performances when designing materials as well as objectively assessing the materials themselves.

B. STUDENT ASSESSMENT

Every course in the MA program includes assessment, typically in the form of a final project or a final paper that is evaluated by the faculty. In addition, the capstone / portfolio course at the end of the program provides a holistic evaluation of the students. The portfolio (or optional thesis) will be evaluated by the faculty and suggestions will be made for improvements. Self-evaluation procedures are also implemented throughout the program. Students will also complete an exit survey during the capstone course. This data will be made available to the faculty for ongoing course and program development purposes. Periodic contact with the students after graduation will be made to assess their progress in the profession. V. STATE'S NEED FOR THE PROGRAM

A. HOW DOES THIS PROGRAM FULFILL THE NEEDS OF THE STATE OF ARIZONA AND THE REGION?

The MA will provide training for language teaching professionals at the local and state level (as well as beyond) by providing enhanced credentials for work as content specialists, language teachers and materials designers in secondary and higher education contexts.

B. IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM? -- Explain and please answer the following questions. 1. What is the anticipated student enrollment for this program? (Please

utilize the following tabular format).

5-YEAR PROJECTED ANNUAL ENROLLMENT 1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Majors

7 12 15 15 15

2. What is the local, regional and national need for this program?

Provide market analysis data or similar evidence of the need for this program. Include an assessment of the employment opportunities for graduates of the program during the next three years.

Local Regional and national needs Arizona is one of the areas in the US with large population growth. This translates into a growing need for employment in education. As people move into the area, more teachers will be needed. In addition, teachers with bilingual qualifications as well as foreign language teachers will continue to be in demand.

In an article entitled “Professional Development of Foreign Language Teachers”, Joy Kreeft Peyton from the Center for Applied Linguistics writes: “The foreign language teaching profession today is faced with increasing enrollments and a shortage of qualified teachers. At the same time, a rapidly changing student population, nationwide education reform, and the development of national standards for foreign language learning are placing a number of new demands on foreign language teachers.” She also states that strong professional development is critical.

In an article in the Chicago Tribune entitled “Bilingual jobs: Foreign-language careers on rise” published on November 26, 2012, a case is made for an increased need in multilingual educators, a situation that is especially important in the state of Arizona: “Walk into nearly any classroom from elementary to graduate schools, and you'll likely find students from multilingual households. Also, with the rise in demand for multilingual education, those who can teach foreign languages are also hot commodities.”

The Bureau of Labor Statistics, U.S. Department of Labor, reports in the Occupational Outlook Handbook, 2010-11 Edition that “Employment of kindergarten, elementary, middle, and secondary school teachers is expected to grow by 13 percent between 2008 and 2018, which is about as fast as the average for all occupations. […] The number of non-English-speaking students will continue to grow, creating demand for bilingual teachers and for those who teach English as a second language.”

Finally, in a recent assessment of job postings on the Career Center of the Teachers of English to Speakers of Other Languages (TESOL) sixty percent of the listings mentioned training or experience with computer assisted language learning (CALL), online delivery, or educational technology as a required or as desirable attributes. However, according to Kessler (“Assessing CALL Teacher Training,” 2006) training continues to predominantly be acquired in an informal or ad hoc manner through conference workshops, in-services, personal reading and other forms of self-edification. Formal language teacher preparation

programs have largely neglected to equip their graduates with the knowledge and skills they need to enter today's technologically advanced language classroom.

3. Beginning with the first year in which degrees will be awarded, what is the anticipated number of degrees that will be awarded each year for the first five years? (Please utilize the following tabular format).

PROJECTED DEGREES AWARDED ANNUALLY 1st Year 2nd Year 3rd Year 4th Year 5th Year Number of Degrees

0 5 7 10 10

IV. APPROPRIATENESS FOR THE UNIVERSITY -- Explain how the proposed program is consistent with the University mission and strategic direction statements of the university and why the university is the most appropriate location within the Arizona University System for the program. The recently published Strategic Plan for the University of Arizona, entitled “Never Settle” provides details about the mission and strategic direction. The proposed MA fits within the plan in several important dimensions: Engaging: Provide students with a dynamic educational experience. Support online course and program development. The proposed MA is slated to become a completely online degree and will appeal to teachers wishing to improve their qualifications. Engaging: Graduate individuals who will be sought out by the best employers and postgraduate programs. Emphasize graduate workforce development in selected master’s programs. With the expected need for specialized educators who are trained in foreign language online course development, the recipients of the proposed MA are likely to be greatly sought after. Engaging: Graduate individuals ready to engage in productive lives and personally satisfying work. The MA in Second Language Learning and Educational Technology looks to the future and trains individuals in an emerging area: online language course development. Innovating: Expand opportunities for interdisciplinary collaboration. The proposed MA combines the strengths of two well-established programs: the SLAT GIDP and the Educational Technology program. Collaboration will continue and is likely to yield results such as grant proposal submissions. Partnering: Increase capacity in critical and emerging fields such as education, health sciences, STEM and cultural competence. Determine the best use of

technology and other modes of delivering educational and informational content to best engage with learners and communities locally and abroad. The proposed MA addresses the emerging needs for technologically driven education. Partnering: Increase capacity in critical and emerging fields such as education, health sciences, STEM and cultural competence. Significantly grow our educational offering face-to-face, online and hybrid, to better address growing needs in critical and emerging fields and to better define the UA’s role in connecting learners to knowledge and to each other. The proposed MA will both increase the number of online and hybrid courses on the UA campus and will train a cadre of teachers who will be able to design and implement language courses online or hybrid. Synergy: Optimize our campus resources and virtual reach to engage students more fully. Optimize our physical resources and virtual reach. Develop programs for improving online teaching and course-building skills. The MA in SLL / ET will take several steps in that direction. V. EXISTING PROGRAMS WITHIN THE ARIZONA UNIVERSITY SYSTEM

A. Arizona University System -- List all programs with the same CIP code

definition at the same academic level (Bachelor's, Master's, Doctoral) currently offered in the Arizona University System. (Please utilize the following tabular format).

CIP CODE1

PROGRAM

LOCATION

University & Site

PROGRAM ACCREDITATION?

YES/NO 1 13.1401 English as a

Second Language

Humanities, English Department

Yes

2 13.0501 NONE

1 Contact Patti King ([email protected] or 621-4107) for CIP Code information.

The following programs were asked if this proposed MA was duplicative in any way. All responded that there was no duplication. College of Humanities: French and Italian, Spanish and Portuguese, German Studies, English, East Asian Studies College of Education: Language Reading and Culture Social and Behavioral Sciences: Linguistics

VI. EXPECTED FACULTY AND RESOURCE REQUIREMENTS

A. FACULTY

1. Current Faculty -- List the name, rank, highest degree, primary department and estimate of the level of involvement of all current faculty members who will participate in the program. If proposed program is at the graduate level, also list the number of master's theses and doctoral dissertations each of these faculty members have directed to completion. Attach a brief vita for each faculty member listed.

SLAT Faculty SLAT operates under the Guidelines for Interdisciplinary Graduate Committees, approved by the Graduate Council in Spring 1987. The mentorship and service role of all SLAT faculty are in addition to their normal departmental responsibilities. No faculty lines are assigned directly to SLAT. The list of presently affiliated SLAT faculty follows. Any of these members might act as faculty in the new proposed MA. However, we identify several SLAT faculty who will especially associated with the MA.

SLAT Faculty Associated with the MA in SLL/ET Robert Ariew, Ph.D., Professor of French, Department of French and Italian, Chair of SLAT 20 doctoral dissertations directed at the University of Arizona Beatrice Dupuy, Ph.D., Professor of French Education, Department of French and Italian 4 doctoral dissertations directed at the University of Arizona Jon Reinhardt, Ph.D., Assistant Professor of English, Department of English 1 doctoral dissertation directed at the University of Arizona

Educational Technology Faculty Associated with the MA in SLL/ET The following members of the Educational Technology faculty would take part in the MA in SLL/ET. Full Time Faculty Betul Czerkawski, Ph.D., Associate Professor, Program Director Educational Technology 5 doctoral dissertations directed. Chris Johnson, Ph.D., Assistant Professor Adjunct Faculty Dr. Glenn Kjos, Ph.D. Dr. Jenny Franklin, Ph.D. Dr. Barbara McKenzie, Ph.D. Dr. Wayne Brent, Ph.D.

2. Additional Faculty -- Describe the additional faculty needed during the next three years for the initiation of the program and list the anticipated schedule for addition of these faculty members.

Additional Faculty: SLAT As stated above, no faculty lines are assigned directly to SLAT. We do not anticipate changing the role of faculty in the SLAT GIDP. We do, however, see the need to hire temporary faculty on a per course basis. These hires would be made as needed in the summer sessions, intersessions or during the regular semesters to provide course support either face-to-face or online. We anticipate the need for a program director for the MA SLL/ET. This program director would be responsible for admissions, curricular issues, advising of students, evaluation of program, web presence, etc. The Director may be either affiliated with SLAT or Ed Tech and would take on the additional duties sketched out above. The MA SLL/ET will be administered through the SLAT program. A Director of the MA SLL/ET will be appointed as the program matures and more than 10 students are enrolled. Additional Faculty: Educational Technology Currently, the Educational Technology program has 2 full time faculty and 4 adjuncts, serving in the Graduate Certificate and Master’s programs. The proposed MA will require the hire of a temporary contract faculty. If the MA proposal provides sufficient enrollments, this line could be replaced with a tenure track faculty line.

3. Current Student and Faculty FTEs -- Give the present numbers of Student FTE (identify number by graduate and undergraduate students) and Faculty FTE in the department or unit in which the program will be offered.

Graduate Student and Faculty FTE in SLAT

The SLAT program presently has 81 students enrolled in the Ph.D. program. SLAT offers only a Ph.D. There is presently no MA program in SLAT. There are no faculty lines assigned to SLAT. All faculty teaching in SLAT have a home department in one of 17 departments at the University. SLAT is administered by an Executive Council. The Chair of the Council, who is also the Director of the SLAT program, is responsible for carrying out the duties assigned by that committee. The SLAT Advisor is a member of the Executive Council. The Chair and the SLAT Advisor each receive course release time for their service. The mentorship and service role of all SLAT faculty are in addition to their normal departmental responsibilities. Graduate Student and Faculty FTE in Educational Technology The Educational Technology Program has currently 33 Master’s students, 7 Certificate students and 6 PhD minors. Between 2011-2013, Program had 37 graduates. The Ed Tech program has 2 full time faculty and 5 adjunct professors teaching graduate level courses. One of the full time faculty members directs the Educational Technology Programs (graduate and undergraduate).

4. Projected Student and Faculty FTEs -- Give the proposed numbers of Student FTE and Faculty FTE for the next three years in the department or unit in which the program will be offered.

Projected Student and Faculty FTE in SLAT The number of students in the SLAT program will grow in the next 3 years. We expect the number of Ph.D. students to increase at the same rate it has in the previous years. The SLAT program will probably have 90 Ph.D. students and 15 students in the MA by the end of the third year. The number of SLAT faculty will probably remain the same or increase slightly. Faculty hires are made in the home departments. SLAT has little influence in the number of faculty affiliated with it. Projected Student and Faculty FTE in Educational Technology The number of Educational Technology students grows steadily each year. We expect a growth of 3-4 students per year to continue in the future. The Graduate Certificate in Educational Technology is also growing (currently there are 6 students in the Certificate Program. In 2013, 6 others graduated) and we expect that the increase will continue. With the increasing enrollments, it is very likely that we will need a third full time faculty line in the near future.

B. LIBRARY

1. Acquisitions Needed -- Describe additional library acquisitions needed during the next three years for the successful initiation of the program.

We do not anticipate the need for additional library acquisitions as a result of the proposed MA in SLL/ET. Additional load to library services would be what normally ensues from 15 added MA students. It should be noted that the required services would be accessed mostly from off campus since many of the courses are presently online and will all be online by 2015.

C. PHYSICAL FACILITIES AND EQUIPMENT

1. Existing Physical Facilities -- Assess the adequacy of the existing physical facilities and equipment available to the proposed program. Include special classrooms, laboratories, physical equipment, computer facilities, etc.

The SLAT program occupies two offices in the Department of French and Italian in Modern Languages 549. This arrangement is through a Memorandum of Agreement established 3 years ago. The SLAT Director and SLAT Advisor occupy their offices assigned through their home departments. SLAT classes use regularly available classrooms and computing facilities. Educational Technology full time faculty members use their home offices more than their physical offices in UA South Campuses. Since the program is completely online, Ed Tech doesn’t need any physical space for faculty or instructional delivery.

2. Additional Facilities Required or Anticipated -- Describe physical facilities and equipment that will be required or are anticipated during the next three years for the proposed program.

No additional facilities are required or anticipated.

D. OTHER SUPPORT

1. Other Support Currently Available -- Include support staff, university and non-university assistance.

SLAT Other Support A Senior Program Coordinator is funded through GIDP. Currently the position is shared by two half-time Senior Coordinators. SLAT also has a part time secretary/receptionist, presently shared with French and Italian (.25FTE in SLAT and .50FTE in French and Italian). GIDP also funds part time student help. Ed Tech Other Support

The Educational Technology program administrative tasks are performed by the Program Director. UA South Academic Affairs also has a part-time program coordinator (.50 FTE) to support two graduate programs in the Campus. Starting with the Spring semester 2014, UA South Advising & Student Services will provide academic advising support to the Program Director.

2. Other Support Needed, Next Three Years -- List additional staff needed and other assistance needed for the next three years.

SLAT Other Support Needed Additional support will be sought for SLAT secretarial help and for part time student help as the program grows. Initially no additional support will be needed. Ed Tech Other Support Needed The Educational Technology Program will also need secretarial help as the program grows. Initially no additional support will be needed. VII. FINANCING

A. SUPPORTING FUNDS FROM OUTSIDE SOURCES --List. There will not be any supporting funds from outside sources.

B. BUDGET PROJECTIONS FORM -- Complete the budget projections form describing the current departmental budget and estimating additional costs for the first three years of operation for the proposed program. Please note that these costs for each year are incremental costs, not cumulative costs.

Budget Projections: For the first three years of operation we do not anticipate the need for additional financial resources. SLAT and Educational Technology will absorb the additional students and will make allowances for the additional administrative loads. Possible additional hours for secretarial help and for student help will be sought as the program grows. We see the need for one or more temporary faculty on a per course basis in SLAT to teach courses during the summer sessions, intersessions or during the regular semesters to provide course support either face-to-face or online. We anticipate a need for a program Director responsible for admissions, curricular issues, advising of students, evaluation of program, web presence, etc. as the program grows. VIII. OTHER RELEVANT INFORMATION None