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French and Italian

Overview: 

The Department of French and Italian offers student-centered degree programs leading to the Bachelor of Arts in French and to the Bachelor of Arts in Italian. Students majoring in French or in Italian are trained as specialists in their field – that is as individuals with communicative proficiency in the target language – informed knowledge of the target culture(s), as well as with the skills necessary for a successful professional life and/or career in graduate school.

 

MA in French

 

The MA program’s approach to outcome assessments includes formative and summative assessments throughout the program. Expected Leaning Outcomes are based on and adapted from the National Standards for Foreign Language Learning recommended by the American Council of the Teaching of Foreign Languages (ACFTL), or their CEFRL equivalent. Assessment of learning outcomes takes place in the mandatory MA examination that is administered during a student’s last semester.

Expected Learning Outcomes: 

Undergraduate Major Program in French

 

Our embedded approach to outcomes assessment emphasizes program cohesion through articulation and accountability. The program structure incorporates national standards of foreign language learning and builds on six different levels: Beginning, Intermediate, Gateway, Exploration Discovery and Mastery, each with its own set of learning objectives, defined in terms of knowledge, communicative skills, and attitudes. Progression from one level to the next is based on satisfactory completion of these objectives. The program is designed to help majors not only complete their program (retention), but also to complete it in time.  Of particular importance in that regard is the logical course numbering system (which makes the program structure explicit to students) and the electronic enforcement of pre-requisites which prevents student misplacement.  Assessment of learning outcomes takes place in the mandatory Major Capstone course. 

 

I.               Expected Learning Outcomes

 

Expected Leaning Outcomes for the UA Undergraduate Major Programs in French are based on the National Standards for Foreign Language Learning recommended by the American Council of the Teaching of Foreign Languages (ACFTL):

·       to communicate in French, both orally and in writing, by engaging in interpersonal, interpretative, and presentational communication activities  (Communication)

·       to demonstrate knowledge and understanding of other culture(s)  in an essay on a cultural topic  (Culture)

·       to develop insights into the nature of languages by analyzing and discussing the relationship between good writing and good thinking as well as showcasing these qualities in one’s work  (Comparisons)

·       to develop critical thinking by making connections and engaging  creatively in problem –solving activities leading to the completion of a research project (Connections)

·       to engage in multilingual communities at home and around the world by applying classroom learning to real world situations (Communities)

 

The table below offers an overview of the major programs and indicates which learning outcomes are primarily emphasized at each stage.

 

Student Learning Outcomes

Undergraduate Majors will do the following

 

 

Courses

in the Major

Existing assessment activity

(with potential for use in program SLO assessment)

1. Communicate, i.e.

engage in

interpersonal,

interpretive,

presentational,

Communication

Develop insights into the nature of languages and cultures

(Comparisons)

Gain knowledge and understanding of other cultures (Cultures)

Develop critical thinking and engage creatively in problem-solving activities

(Connections)

Engage in communities at home and around the world by applying classroom learning to real world situations

(Communities)

 

Gateway

301-302

 

Tests

X

X

 

 

 

Exploration

310-320

Activities in oral comprehension and speaking; reading and writing 

x

X

X

 

 

Discovery

410-420

Analysis of literary and cultural texts;  collaborative research

X

X

X

X

 

Mastery

432-467

399, 499

ITAL 496

Research, papers, creative essays

X

X

X

X

 

393, 493

397, 497

 

Study abroad, Practicum/internship, volunteering

X

X

X

X

X

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GRADUATE PROGRAM IN FRENCH (MA)

I. EXPECTED LEARNING OUTCOMES

1. Communication

Ability to communicate orally and in writing in French according to either one of the following standards:

·      CEFRL (Common European Frameworks of Reference for Language): minimum C1 level proficiency in French, C2 as a goal.

·      ACTFL: minimum Advanced High, Superior as a goal.

 

2. French and Francophone Cultures

·      Ability to identify and assess the impact of some of the major events and developments (historical, cultural, artistic, social, political and economic) in the French-speaking world (as relevant to the specific MA sub-field and course work selected).

·      Ability to achieve the advanced level of intercultural and interdisciplinary competence expected of future participants in the new global economy

 

3. Critical Thinking

·      Ability to formulate research questions, to evaluate current research, to assess methodologies, to collect and analyze data, and to communicate conclusions (assuming mastery of the body of primary and secondary knowledge specific to the field and ability to make use of a wide range of available resources in the pursuit of knowledge and the conduct of research)

 

4. Engagement: Ability to apply knowledge and skills beyond the classroom: through participation in student-centered activities that build on classroom learning and develop professional and personal skills, students develop an appreciation for and an understanding of at least one area of expertise (Office of Student Engagement competencies):

·      Civic and Community Responsibility: Students develop an understanding of government and community systems in order to contribute to the social cohesion, capacity, and governance of a community. 

·      DIVERSITY AND IDENTITY: Students develop explicit understandings of the sociocultural, linguistic, economic, and political experiences of diverse groups representing varying identities and societies, both their own and others, and apply those understandings in work related to a wide range of communities

·      GLOBAL AND INTERCULTURAL COMPREHENSION: Students develop an understanding of global issues and the worldwide impact of individual and systemic actions while respecting diverse viewpoints.

·      INNOVATION AND CREATIVITY: Students gain an understanding of how to deliberately apply information, imagination, creative thinking and initiative to generate new ideas for the purpose of addressing needs. 

·      INTERDISCIPLINARITY: Students gain an understanding of how to bring together novel and original thinking across disciplines to build on knowledge, practices, theories, or methodologies. 

·      PROFESSIONALISM: Students develop a heightened understanding of themselves and others as they participate in various experiences to build their knowledge of professional etiquette and expertise. 

·      SUSTAINABILITY:  Students gain an understanding of the social, environmental, and economic dimensions of conditions or practices that make society vulnerable and unsustainable over multi-generational time scales.      

 

5. Teaching (available to options 1-4 only): Effectiveness as a teacher of Beginning and/or Intermediate French.

 

Undergraduate Major Program in Italian

 

I.               Expected Learning Outcomes

 

Expected Leaning Outcomes for the UA Undergraduate Major Program in Italian are based on the National Standards for Foreign Language Learning recommended by the American Council of the Teaching of Foreign Languages (ACFTL):

·       to communicate in Italian, both orally and in writing, by engaging in interpersonal, interpretative, and presentational communication activities  (Communication)

·       to  make meaningful cross-cultural comparisons between Italy and other countries  (Comparisons)

·       to demonstrate knowledge and understanding of other cultures  (Culture)

·       to develop critical thinking by making connections and  engaging  creatively in problem-solving activities(Connections)

·       to engage in multilingual communities at home and around the world by applying classroom learning to real-world situations (Communities)

 

The table below offers an overview of the Italian major program and indicates which learning outcomes are primarily emphasized at each stage.

 

Student Learning Outcomes

ITAL 202-420 & Study Abroad

 

 

 

 

 

Courses

in the Italian Major

 

 

 

Existing assessment activity

(with potential for use in program SLO assessment)

Communications

 

Communicate, i.e.

interpersonal,

interpretive,

presentational communication

 

Comparisons

 

Make meaningful cross-cultural comparisons between Italy and other countries

Culture

 

Gain knowledge and understanding of other cultures

Connections

 

Develop critical thinking and engage creatively in problem-solving activities

 

Communities

 

Engage in communities at home and around the world by applying classroom learning to real-world situations

 

201-202

Tests, oral presentations

X

X

 

 

 

301-302

 

Tests, oral presentations, writing assignments

X

X

X

 

 

310-320

Activities in aural comprehension, speaking, reading and writing; Analysis of literary and cultural texts.

x

X

X

X

 

410-420

collaborative research, research papers, analytical papers, and creative essays

X

X

X

X

 

Study Abroad

Study abroad, internship

X

X

X

X

X

 

Assessment Activities: 

Learning outcomes for French Majors are assessed in 498, Senior capstone (3).  

 

Direct Measures:

Learning outcome 1: Communications

a.     Written communication

·       activity 1: Four short essays on knowledge and insights gained at each stage of the major program, in gateway, exploration, discovery, mastery courses.

·       activity 2: a research paper written in either French.

 

b.     oral communication

·       activity 1: a PowerPoint Portfolio presentation that includes the student’s plan of study and a summary of the four essays on knowledge and insights gained at every stage of the program. It takes place at the end of the course, just before the exit interview

·       activity 2: answer/question session with instructor following the portfolio presentation.

Learning outcome 2:  Cultures

·       activity: an essay on a cultural topic;

 

Learning outcome 3: Comparisons

·       activity: explication de texte ; commentaire de texte ; book/film review, or translation.

 

Learning outcome 4: Connections

·       activity: research paper: capstone activities involve the design, research, and completion of a research paper that gives graduating seniors the opportunity to demonstrate that they have met the connection learning outcome.

Indirect Measures for all learning outcomes:

·       Self-assessment activity 1: students are asked to assess their strengths and weaknesses in the major in the four self-reflexive essays on knowledge and insights gained at each stage of the major program.

 

·       Self-assessment activity 2: questions asking student to rate him/herself with regard to the five learning outcomes during the exit interview conducted at the end of the capstone.

 

MA IN FRENCH

1. Student exit survey

After graduation, students are asked to fill out a survey about their overall experience in the program and their self-assessment of their mastery of learning outcomes.

 

Outcomes Measured: 1-5.

 

2. Student self-evaluation grid

During their last semester, students fill out CEFRL’s Self-assessment grid about their listening, reading, speaking and writing skills in French.

 

Outcome Measured: 1.

 

3.  M.A. Exam (Format 1 or 2)

Format 1: Written and Oral Examinations: Requirements vary according to the track selected, but are usually based on the candidate's coursework in French and/or Francophone literature, culture, and/or theory, as well as related areas of the graduate curriculum when appropriate:

French Literature and Culture, Francophone, AMP, PMA

Three 4-6 pages each take-home exams in French that typically take the following form:

·      an explication de texte,

·      an essay based on a specific work of literature,

·      an essay on a wider, more general topic in literary and/or cultural studies.

Teaching French as a Foreign Language

Three 6-8 pages each take-home exams:

·      two in the areas of pedagogy, SLA, linguistics, or technology,

·      one in French Studies.

At least one of the papers will be written in French.

Secondary Teaching Certification

·      Two 4-6 pages each take-home exams in French,

·      a teaching portfolio.

 

Format 2: M.A. Thesis and Oral Defense: An in-depth project based on an approved topic of interest in French/Francophone studies, Linguistics, SLA under the supervision of a faculty committee.

 

Outcomes Measured: 1-3.

 

4. Engagement: Successful completion of a project, experience, or training designed in consultation with the student's advisor to meet the individual needs of the student. Possibilities include: action research design, study abroad, work experience, giving talks at professional conferences, service learning in local schools and community organizations under contract with SILLC.

Outcomes Measured: 1-5.

Specific Assessments for Teaching (when relevant):

·      Review of GAT Teaching: Assessment of graduate students’ teaching skills through: classroom observations; review of normed student evaluations of GATs by the Director of Basic Languages or for advanced undergraduate courses, the Director of Graduate studies / the faculty in charge of coordination at that level; awards for excellence in teaching.  

 

·      Secondary Teaching Certification: Students pursuing the certification option must successfully complete a supervised student-teaching semester at a local public secondary school that follows all ADE requirements.

 

Outcomes Measured: 4-5.

 

Undergraduate Program in Italian

Learning outcomes for the Italian Major are assessed in ITAL 420, Italian Civilization (3 units).  

 

Direct Measures:

Learning outcome 1: Communications

a.     Written communication

·       activity 1: analytical essay on midterm exam, in target language

b.     oral communication

·       activity 1: an oral presentation on a cultural or literary topic pertaining to the class readings

·       activity 2: question/answer session with peers and instructor directly following the presentation

Learning outcomes 2-4:  Comparisons, Culture, Connections

·       activity: a 1,500 word analytical essay on a  cultural, literary, or cinematic topic

 

Indirect Measures for all learning outcomes:

1.     Self-assessment activity: students are given the opportunity to display their mastery of the four learning outcomes by writing a self-reflexive essay on the following topic: “Scambio culturale: Select a cultural issue of your choice related to Italian culture (any period) and discuss it in its historical context: a specific selected period, such as a decade, century, major historical or cultural events.  Compare and contrast your topic to the reality in which you live.”

Assessment Findings: 

1.Communication

 

a.Written Communication

Proficiency in written communication is assessed by the instructor based on two activities (self-reflexive essays and research paper).

When correcting written work, the instructor highlights mistakes according to the following color-code: vocabulary; grammar; style (awkward and non-idiomatic phrasing; incoherent and/or incomprehensible sentences)]

On the assessment form, the instructor enters the number of words in the assignment and the number of mistakes then calculates the percentage of mistakes.

There are six levels of proficiency in written communication, C2 being the highest, A1, the lowest. Ratings are assigned using the following scale:

 

% mistakes

level

1-1.99

C2

2-3.99

C1

4.-5.99

B2

6.-7.99

B1

8-8.99

A2

over 9 %

A1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

b.Oral Communication (listening-comprehension/oral expression)

 

The Student Oral Language Observation Matrix (SOLOM ) is used  to rate oral proficiency. Levels of proficiency in oral communication range from C2, the highest, A1, the lowest. 

 

Five measures are used to determine the student’s level in oral communication: comprehension, fluency, vocabulary, pronunciation, and grammar (see form below).

 

Scores ranging from C2 to A2 are assigned for each of them. The overall rating (level) is the average of these five scores.

 

 

 

Student’s Name:

 

Level:______________

Average of  5 ratings

 

Examiner’s name:

 

Language Observed:

 

Date:

 

 

 

 

 

A.  Comprehension

 

B.  Fluency

 

C.  Vocabulary

 

D.  Pronunciation

 

E.  Grammar

Ratings

 

 

 

 

 

C2

Understands everyday conversation and normal classroom discussions without difficulty.

Speech in everyday conversation and classroom discussions is fluent and effortless approximating that of a native speaker.

Use of vocabulary and idioms approximates that of a native speaker.

Pronunciation and intonation approximates that of a native speaker.

Grammatical usage and word order approximates that of a native speaker.

C1

Understands nearly everything at normal speech, although occasional repetition may be necessary

Speech in everyday conversation and classroom discussions is generally fluent, with occasional lapses while the student searches for the correct manner of expression.

Occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.

Always intelligible, though one is conscious of a definite accent and occasional inappropriate patterns.

Occasionally makes grammatical and/or word-order errors which do not obscure meaning.

B2

Understands most of what is said at slower-than normal speed with repetitions.

Speech in everyday conversation and classroom discussion is frequently disrupted by the student’s search for the correct manner of expression.

Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.

Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding.

Makes frequent errors of grammar and word order, which occasionally obscure meaning.

B1

Has great difficulty following what is said.  Can comprehend only “social conversation” spoken slowly and with frequent repetitions.

Usually hesitant; often forced into silence by language limitations.

Misuse of words and very limited vocabulary make comprehension quite difficult.

Very hard to understand because of pronunciation problems.  Must frequently repeat in order to make himself/herself understood.

Grammar and word order errors make comprehension difficult.  Must often rephrase and/or restrict himself/herself to basic patterns.

A2

Cannot be said to understand even simple conversation

Speech is so halting and fragmentary as to make conversation virtually impossible.

Vocabulary limitations so extreme as to make conversation virtually impossible.

Pronunciation problems so severe as to make speech virtually impossible.

Errors in grammar and word order so severe as to make speech virtually unintelligible.

             

 

 

2.     Culture

Knowledge of the target culture(s) is defined as the ability to: 1) understand and discuss one or several areas of the target culture’s “frameworks” such as arts and literature, history, economics, politics, international relations, or any other area of specific interest to the student; 2) describe and interpret specific values, belief systems, and/or social practices associated with the target culture and compare them to those of the native culture.

 

The two criteria used to evaluate cultural expertise are as follows:

 

Criteria

1 Cultural frameworks

2. Cultural values and practices

 

Cultural essay written in the Senior capstone demonstrates a clear understanding of one or more areas of the other culture

Cultural essay written in the Senior capstone offers evidence of the student’s ability to interpret specific values, belief systems, and/or social practices associated with the target culture and to compare them to those of the native culture.

 

The following rubrics are used to assess to what extent the student has met the learning outcomes in the area of culture:

 

 

C2

C1

B2

B1

A2

Rubrics

Extensive

Considerable

Adequate

Partial

Basic

1.     Frameworks

 

 

 

 

 

2.     Values/practices

 

 

 

 

 

 

3.Comparisons

 

Satisfaction of this learning outcome is assessed on the basis of two criteria: 1) the ability to analyze and evaluate the correspondence between sharpness of thought and aptness of expression in a literary work or any other kind of “text” associated with the target language and culture; 2) the ability to combine sharpness of thought and aptness of expression in one’s own work.

 

 

 

1.Language analysis and evaluation

2. Relation good writing-clear thinking

Criteria

Work completed in the capstone demonstrates the student’s ability to analyze and evaluate the correspondence between sharpness of thought and aptness of expression in works written in the studied language.

Work completed in the capstone demonstrates the student’s ability to effectively combine sharpness of thought and aptness of expression in one’s own work.

 

The following rubrics are used to assess to what extent the student has met the learning outcomes in the area of comparisons:

 

 

C2

C1

B2

B1

A2

Rubrics

Extensive

Considerable

Adequate

Partial

Basic

1.     Language Analysis

 

 

 

 

 

2.     Language Use

 

 

 

 

 

 

 

4.Connections

 

This learning outcome pertains to critical thinking and is evaluated through a series activities related to the completion of the Capstone project.  The final product, the research paper, is assessed according to the following criteria:

 

 

Ability to:

Ability to:

 

 

demonstrate originality and curiosity

expand on prior learning

Project /topic/ issue definition

Title

locate and identify reliable information sources

evaluate pertinence of information for the project

Information Gathering and

Evaluation

Research/sources

structure topic or issue into various components

organize project  components logically

Organization

Outline

analyze and appraise arguments in sources

Develop and formulate well-supported findings and claims

Argumentation

Body

derive conclusion from findings

Highlight significance of findings

Conclusion

Conclusion

contextualize  the project

present a coherent and exciting overview of the project

Argument formulation

Introduction

 

The following rubrics are used to assess to what extent the student has met the learning outcomes in the area of Connections:

 

 

Research

Levels

C2

C1

B2

B1

A2

Paper

Rubrics

Extensive

Considerable

Adequate

Partial

Basic

 

Criteria

 

 

 

 

 

Title

Originality/curiosity

 

 

 

 

 

 

New learning area

 

 

 

 

 

Sources

Identification

 

 

 

 

 

 

Evaluation

 

 

 

 

 

Outline

Overall structure

 

 

 

 

 

 

Detailed organization

 

 

 

 

 

Body

Analysis of source material

 

 

 

 

 

 

Argument formulation

 

 

 

 

 

Conclusion

Pertinence

 

 

 

 

 

 

Significance

 

 

 

 

 

Introduction

Contextualization

 

 

 

 

 

 

Project overview

 

 

 

 

 

 

 

5.     Communities

 

French majors have numerous options to develop engagement competencies in the areas of diversity and identity; global and intercultural comprehension; innovation and creativity; civic and community responsibility; interdisciplinarity; leadership and professionalism.  One of the options below is required.  French major’s participation in multilingual communities at home and around the world is assessed on the basis of data collected by the Director of Undergraduate Studies. 

 

MA IN FRENCH

 

1. Communication

Each faculty committee member uses the CEFRL “Global scale” form to rate overall proficiency. Once ratings are averaged, the composite score is used to determine the level of proficiency in communication (there are six levels of proficiency, C2 being the highest, A1, the lowest, according to the CEFRL (see table and ACTFL equivalent).

 

·      Reading and Writing

Proficiency in written communication is assessed during the examination through the evaluation of grammatical, lexical, and stylistic quality of the written exams or thesis.

 

·      Listening comprehension and oral expression

Proficiency in oral communication is assessed during the oral examination or thesis defense through the evaluation of the students’ ability to communicate orally. Each faculty committee member uses the CEFRL “Qualitative aspects of spoken language use” form to rate oral proficiency.

 

·      Self-evaluation grid

CEFRL “self-evaluation grid” to be filled-out by student.

 

2. French and Francophone Cultures

Knowledge and understanding of French and/or Francophone cultures are assessed in the exams/thesis. Faculty fill out the “MA Exams/Thesis Evaluation” form.

 

3. Critical Thinking

The abilities to think in a critical, self-reflexive manner, to process information and knowledge that enrich values, attitudes, and perspectives, to make use of a wide range of available resources in pursuit of knowledge and the conduct of research, are assessed in the exams/thesis. Faculty fill out the “MA Exams/Thesis Evaluation” form.

 

4. Engagement

Students assess the quality of their engagement experience in the student exit survey, referring to the rubrics at http://ose.arizona.edu/assessing-engagement-competencies

5. Specific Assessments Tools for Teaching (when relevant):

·      GAT Teaching: TCE scores, Director of Basic Languages evaluation form.

·      Secondary Teaching Certification: College of Education “Observation” and “Student teacher assessment” forms. 

 

MA EXAMS/THESIS EVALUATION FORM

COMMUNICATION

 

SCORE

Reading and Writing

 

 

Listening comprehension and oral expression

 

 

Communication overall (see Common reference Levels)

 

 

 

FRENCH AND FRANCOPHONE CULTURES

CRITICAL THINKING

 

 

Content

Clearly focused content, relevant to the essay topic. Length, scope, and level of detail are appropriate and relevant. Identifies important problems, questions, and issues; analyzes, interprets, and makes judgments of the relevance and quality of information; assesses assumptions and considers alternative perspectives and solutions. Argument and/or interpretation is very substantial and highly effective. Demonstrates an in-depth reflection on the selected topic, including supporting details and examples.

Organization

The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong. There is one clear, well-focused topic. Overall structure and main ideas are clearly organized and easy to follow.

Sources

Effective use of a range of sources. These are appropriately incorporated in the body of the essay through paraphrase/quotation/summary. Shows ability to synthesize well from several sources to support ideas. Follows MLA convention and a range of sources are used.

Exceptional/

Sophisticated

C2

Content

Generally well-focused content, May be lacking in level of detail or development of ideas and /or limited in scope. Some of the content describes rather than critically analyzes. Arguments/main ideas may be inconsistent or insufficiently developed. Describes some supporting details from sources; makes connections to sources; demonstrates a basic ability to analyze; states more than one perspective. Logical argument that is factual, fairly substantial, and effective.

Organization

Overall structure and main ideas are generally easy to see. The introduction states the main topic and provides an overview of the paper. A conclusion is included. There is one clear, well-focused topic. Main ideas are clear but are not always well supported, or tendency to move from one idea to another without linking them.

Sources

Effective use of sources, mostly when summarizing/paraphrasing ideas clearly. Shows some evidence of synthesis of information. Demonstrates an understanding of the concept off referencing, though this is not always followed (e.g. no alphabetical order, missing elements).

Effective/

Highly competent

C1

Content

Minimal reflection on the selected topic, few supporting details and examples. Writer failed to support ideas with examples and details.

At times, essay focus may be lost, some content may be irrelevant. Clearly limited in level of detail, superficial treatment of subject. Shows lack of knowledge of the topic, little or no evidence of evaluation/interpretation. No clear argument.

Organization

Difficult for reader to determine overall structure, lack of cohesion. Frequent move from one idea to another with no attempt to link them. The introduction states the main topic. A conclusion is included.

Sources

Limited sources, summary/paraphrase of ideas not always clear. Some attempt to write a bibliography and incorporate in-text sources, but clearly has difficulties to follow proper conventions.

Acceptable/

Fairly competent

B2

Content

No obvious focus, content clearly inadequate, unable to deal with topic.

Organization

Ineffective attempt to organize the essay, very difficult to follow. Introduction fails to give the reader an overview/clear idea of what will follow.

Sources

Only one source or none, content based mainly on student’s views with little or no evidence to support it.

Unsatisfactory/Weak

not yet competent

B1

 

 

 

Congratulations on your graduation!

 

We are seeking your feedback on your experience as a graduate student in the MA Program in

French. We need to know from our students what was beneficial and what suggestions you may have to enhance the quality of the program, to evaluate strengths and weaknesses, and thus, determine future priorities. Please take a moment to fill out the attached form.

 

I thank you in advance, and best wishes for your next endeavor.

 

Carine Bourget

Director of Graduate Studies

 

Department of French & Italian

MA EXIT INTERVIEW FORM

 

GENERAL INFORMATION

Name:

 

Address:

 

Tel.:

 

Email:

 

[]What year did you start your MA in French degree?

Please write your answer here:

 

[]What year did you complete your MA in French degree?

Please write your answer here:

 

[]What was your emphasis?

Please choose only one of the following:

French literature and culture

Teaching French as a foreign language

Francophone studies

Secondary Teaching Certification

Accelerated MA

Professional MA (option:

 

Plans/Employment after degree:

Please write your answer here:

 

I. LEARNING OUTCOMES

 

1. COMMUNICATION

Please provide a rating. Next, explain your rating and suggest ways in which the program could improve in this area.

 

[]I feel the MA Program curriculum assisted me with developing my writing skills in French.

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Please explain:

 

[]I feel the MA Program curriculum assisted me with developing my speaking skills in French.

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Please explain:

 

[]I feel the MA Program curriculum assisted me with developing my reading

skills in French.

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Please explain:

 

[]I feel the MA Program curriculum assisted me with developing my listening skills in French.

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Please explain:

 

2. FRENCH AND FRANCOPHONE CULTURES

Please provide a rating. Next, explain your rating and suggest ways in which the program could improve in this area.

[]I feel the MA Program curriculum assisted me with developing an understanding of French and Francophone Cultures, including the ability to identify and assess the impact of some of the major events and developments (historical, cultural, artistic, social, political and economic) in the French-speaking world, and the ability to achieve the advanced level of intercultural and interdisciplinary competence expected of future participants in the new global economy.

 

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Please explain:

 

3. CRITICAL THINKING

Please provide a rating. Next, explain your rating and suggest ways in which the program could improve in this area.

[]I feel the MA Program curriculum assisted me in developing my critical thinking skills, including the ability to formulate research questions, to evaluate current research, to assess methodologies, to collect and analyze data, and to communicate conclusions (assuming mastery of the body of primary and secondary knowledge specific to the field and ability to make use of a wide range of available resources in the pursuit of knowledge and the conduct of research).

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Please explain:

 

4. ENGAGEMENT

Please provide a rating. Next, explain your rating and suggest ways in which the program could improve in this area.

 

[]During my MA program, I have had the opportunity to participate in the following

Please choose all that apply:

A year study/work experience in a Francophone country

A semester study/work abroad experience in a Francophone country

A semester internship

A summer study/work abroad experience in a Francophone country

A summer internship

None of the above

Please explain:

 

[]I feel the MA Program curriculum assisted me in applying knowledge and skills beyond the classroom through participation in multilingual communities at home and around the world. Through successful completion of a project, experience, or training such as action research design, study abroad, work experience, internship, service learning, I have developed one or more of the following competencies (please refer to the following rubrics to give a global rating in the comment section

http://ose.arizona.edu/assessing-engagement-competencies:

 

Diversity and Identity

Students develop explicit understandings of the sociocultural, linguistic, economic, and political experiences of diverse groups representing varying identities and societies, both their own and others, and apply those understandings in work related to a wide range of communities.  Diversity and Identity as a Competency is based on developing an appreciation for differences and a sense of an inclusive community.

Global and Intercultural Comprehension

Students develop an understanding of global issues and the worldwide impact of individual and systemic actions while respecting diverse viewpoints.  Students will be able to reflect on their own and others' cultural biases and think critically about the world through interaction and collaboration with cultures and societies that are different from their own.

Innovation and Creativity

Students gain an understanding of how to deliberately apply information, imagination, creative thinking and initiative to generate new ideas for the purpose of addressing needs.  This process helps students become accustomed to the discomfort of questioning the status quo and the excitement of idea generation and exploration at the leading edge of thought.

Civic and Community Responsibility

Students develop an understanding of government and community systems in order to contribute to the social cohesion, capacity, and governance of a community.  In so doing, students will become motivated to be active community members who model inclusive decision-making, foster relationships of reciprocity in their service/volunteer activities, critically reflect on issues, and educate and facilitate the civic engagement of others.

Interdisciplinarity

Students gain an understanding of how to bring together novel and original thinking across disciplines to build on knowledge, practices, theories, or methodologies.  Students network and establish relationships that cut across disciplines in the pursuit of common tasks.

Professionalism

Students develop a heightened understanding of themselves and others as they participate in various experiences to build their knowledge of professional etiquette and expertise.  Based on these experiences, students learn to communicate in an articulate and positive manner, act with integrity, and expand the boundaries of expectation toward a standard of excellence in their work and life.

Sustainability

Students gain an understanding of the social, environmental, and economic dimensions of conditions or practices that make society vulnerable and unsustainable over multi-generational time scales.  Through the exploration of issues from a sustainability perspective, students develop potential solutions to these challenges through the use of systems thinking to improve the quality of life for all--environmentally, socially, and economically--both now and for future generations.

 

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Please explain:

 

5. TEACHING (for GATs)

[]I feel the GAT experience assisted me with developing my teaching skills.

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Not applicable

Please explain:

 

[]I feel the GAT experience helped me improve my French language proficiency.

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Not applicable

Please explain:

 

[]I feel the GAT training and supervision assisted me with developing my effectiveness as a teacher of Beginning and/or Intermediate French.

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Not applicable

Please explain:

 

 

[]I would rate the GAT training and supervision I received as a graduate student in French in the Department of French and Italian at the University of Arizona as ...

Please choose only one of the following:

Excellent

Very strong to strong

Adequate / Satisfactory

Inadequate / Unsatisfactory

I don't know

Please explain:

 

 

II. PROFESSIONAL DEVELOPMENT AND EMPLOYMENT / FURTHER STUDY

Please provide a rating. Next, explain your rating and suggest ways in which the program could improve in this area.

[]I feel the MA Program curriculum assisted me with acquiring the knowledge,

experience, and skills appropriate for professional development and

employment.

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Please explain:

 

[]I feel the MA Program curriculum assisted me with acquiring the knowledge,

experience, and skills appropriate for further graduate study.

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Please explain:

 

 

MENTORING AND INTELLECTUAL RELATIONSHIP

Please provide a rating. Next, explain your rating and suggest ways in which the program could improve in this area.

[]I feel that I benefited from an intellectual relationship with graduate faculty

and students within the MA program.

Please choose only one of the following:

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

Please explain:

 

[]I would rate the advising I received as a graduate student in French in the Department of French and Italian at the University of Arizona as ...

Please choose only one of the following:

Excellent

Very strong to strong

Adequate / Satisfactory

Inadequate / Unsatisfactory

I don't know

Please explain:

 

[]I would rate the mentoring I received as a graduate student in French in the Department of French and Italian at the University of Arizona as ...

Please choose only one of the following:

Excellent

Very strong to strong

Adequate / Satisfactory

Inadequate / Unsatisfactory

I don't know

Please explain:

 

OVERALL EXPERIENCE

Please provide a rating. Next, explain your rating and suggest ways in which the program could improve in this area.

[]I would rate my overall experience as a graduate student in French in the Department of French and Italian at the University of Arizona as ...

Please choose only one of the following:

Excellent

Very strong to strong

Adequate / Satisfactory

Inadequate / Unsatisfactory

I don't know

Please explain:

 

STRENGTHS AND WEAKNESSES

Please indicate what you think the strengths and weaknesses of the UA MA Program in French are.

[]Strengths

Please write your answer here:

 

[]Weaknesses (make sure to suggest ways in which we could improve in these

weak areas)

Please write your answer here:

 

Thank you so much for taking the time to fill out this survey.

 

Undergraduate Program in Italian

 

1.Communication

 

a.Written Communication

Proficiency in written communication is assessed by the instructor based on the analytical essay on the midterm exam.  Since during the exam students will not have the aid of online resources (translation engines, verb charts, grammar explanations, etc.) the in-class writing activity provides the opportunity to assess a student’s actual and unaided written communication skills.  The instructor assesses the writing based on vocabulary, grammar, style (awkward and non-idiomatic phrasing; incoherent and/or incomprehensible sentences), linguistic register, and syntax.  When correcting the written work, the instructor employs the holistic assessment recommended by ETS for the national College AP Board in Italian, according to the rubric below. 

 

There are six levels of proficiency in written communication, C2 being the highest, A1, the lowest.

 

 

C2

Demonstrates excellence in written expression

·       Relevant and thoroughly developed composition based on the prompt; very coherent

and well organized.

·       Rich vocabulary and idioms.

·       Excellent use of transitional elements, grammar, and syntax, with minimal errors in

complex structures.

·       Excellent use of orthography, accents, punctuations, and paragraphs.

·       Very appropriate style and register.

C1

Demonstrates competence in written expression

·       Well-developed composition based on the prompt, coherent and well organized.

·       Appropriate vocabulary and idioms.

·       Very good use of transitional elements, grammar and syntax, with occasional errors

in complex structures.

·       Very good use of orthography, accents, punctuation, and paragraph.

·       Appropriate style and register.

B2

                

Suggests competence in written expression

·       Adequately developed composition based on the prompt; occasionally faulty coherence

and organization.

·       Mostly appropriate vocabulary and idioms, with occasional interference from another language.

·       Some use of transitional elements; occasional errors in basic grammar and syntax,

which interfere minimally with comprehension.

·       Occasional errors in orthography, accent, punctuation, and paragraphs.

·       Mostly appropriate style and register.

B1

Suggests lack of competence in written expression

·       Insufficiently developed composition based on the prompt; lack of coherence and of

organization, which interferes with readability.

·       Limited vocabulary and idioms, with frequent interference from another language.

·       Minimal or no use of transitional elements; numerous errors in basic grammar and syntax,

which interfere with comprehension.

·       Faulty use of orthography, accents, punctuation, and paragraph.

·       Lack of appropriate style and register.

A2

Demonstrates lack of competence in written expression

·       Undeveloped composition with almost no relevance to the prompt; incoherence and disorganization which impede comprehension.

·       Insufficient, inappropriate vocabulary and idioms; constant interference from another language.

·       Little or no control of grammar and syntax, which interferes significantly with comprehension.

·       Pervasive errors in orthography, accents, punctuation and paragraphs

A1

Contains nothing that is relevant

·       Mere restatement of the prompt

·       Completely irrelevant to the topic

·       Not in Italian

 

 

b.Oral Communication (listening comprehension/oral expression)

 

As indicated in Table 1 below, four measures are used to determine the student’s level in oral communication: communication (task completion & language function), vocabulary/creativity/preparation, grammatical accuracy, and pronunciation. 

 

Students receive a numeric score for each measure, and their total score corresponds to a level of proficiency in oral communication assessed in the range from C2 (highest) to A1 (lowest), as detailed in Table 2

 

Table 1: Oral Proficiency Scoring Rubric (20 points)

 

Communication (task completion & language function)

points

Exceeds expectations; communicates well-developed ideas with ease; creates with language; body language in synch with language output; excellent comprehension by auditor

7-8

Meets expectations; communicates ideas well; expresses more than the minimum; some mechanical output of language; some memorized language; good comprehension by auditor

5-6

Almost meets expectations; communicates ideas sufficiently and in a comprehensive manner; high level of mechanical output with little attempt to create     

3-4

Does not meet expectations; does not articulate ideas or create with language; reliance on mechanical output and memorization; poor comprehension by auditor

1-2

Vocabulary/Creativity/Preparation

 

Very rich vocabulary; well prepared and creative; no memorization

average vocabulary; some errors which do not impede comprehension; prepared; little to no memorization

4.5-5

Average vocabulary; some errors which do not impede comprehension; prepared; little to no memorization

4-4.4

Uses basic vocabulary; some errors which impede comprehension; moderately prepared; heavy reliance on memorization

3.5-3.9

Poor use of vocabulary; message is unclear due to vocabulary errors; seems unprepared

1-3.4

grammatical Accuracy

 

Excellent control of grammatical forms for this proficiency level

3.5-4

Some grammatical errors which do not impede comprehension

3-3.4

Comprehension slightly impeded by some grammatical errors

2.5-2.9

Severe grammatical errors which impede comprehension                               

1-2.4

Pronunciation

 

Excellent pronunciation; little to no mistakes

3

Fair/good pronunciation; some mistakes which do not impede comprehension

2

Poor control of pronunciation; comprehension impeded

1

TOTAL

 

 

Table 2: Conversion to Proficiency Scale C2-A1

 

Total Numeric Score (points)

Level of Proficiency

19-20

C2

17-18

C1

15-16

B2

13-14

B1

11-12

A2

Below 11

A1

 

 

 

2.Comparisons

 

Satisfaction of this learning outcome is assessed on the basis of two criteria: (1) the ability to analyze and evaluate the correspondence between sharpness of thought and aptness of expression in a literary or work or any other kind of “text” (visual or written) associated with the target language and culture and (2) the ability to combine sharpness of thought and aptness of expression in one’s own work.

 

 

 

1. Language analysis and evaluation

2.  Language use: Relation good writing-clear thinking

Criteria

Work completed in ITAL 420 demonstrates the student’s ability to analyze and evaluate the correspondence between sharpness of thought and aptness of expression in works written in the studied language.

Work completed in ITAL 420 demonstrates the student’s ability to effectively combine sharpness of thought and aptness of expression in one’s own work.

 

The following rubric is used to assess to what extent the student has met the learning outcomes in the area of comparisons:

 

 

C2

Extensive

C1

Considerable

B2

Adequate

B1

Partial

A2

Basic

1.Language Analysis

 

 

 

 

 

2.Language Use

 

 

 

 

 

 

 

3.     Culture

Knowledge of the target culture is defined as the ability to: 1) understand and discuss one or several areas of the target culture’s “frameworks” such as the visual arts and literature, history, economics, politics, international relations, or any other area of specific interest to the student; 2) describe and  interpret specific values, belief systems, and/or social practices associated with the target culture and compare them to those of the native culture.

Culture is assessed in two activities, described below with their respective corresponding criteria used to evaluate cultural expertise are as follows:

 

 

Criteria

1 Cultural frameworks

2. Cultural values and practices

 

Analytical essay written in ITAL 420 demonstrates a clear understanding of one or more areas of Italian culture

Self-reflexive essay written in ITAL 420 offers evidence of the student’s ability to interpret specific values, belief systems, and/or social practices associated with the target culture (Italian) and to compare them to those of the native culture.

 

 

The following rubric is used to assess to what extent the student has met the learning outcomes in the area of Culture:

 

 

C2

Demonstrates excellence in cultural knowledge

·       composition fully accomplished all requirements of the prompt

·       cultural information is accurate and relevant with few and insignificant errors

·       coherent and cohesive synthesis of cultural information

C1

Demonstrates competence in cultural knowledge

·       composition clearly addresses all requirements of the prompts

·       cultural information is accurate and relevant with few substantive errors

·       coherent synthesis of cultural information; some interpretation that goes beyond factual knowledge

B2

Suggests competence in cultural knowledge

·       composition addresses most requirements of the prompt; may describe only of aspect of example chosen

·       cultural information has some substantive inaccuracies and may be unrelated to the prompt

·       presentation of cultural information is undeveloped: may be presented as a list or as several items in isolation

B1

Suggests lack of competence in cultural knowledge

·       composition addresses requirements of the prompt partially or inadequately

·       cultural information is frequently inaccurate or irrelevant

·       presentation of cultural information is minimal, sporadic, and undeveloped

A2

Demonstrates lack of competence in cultural knowledge

·       composition fails to address almost all aspects required by the prompt

·       cultural information is almost entirely lacking or in all cases is inaccurate or irrelevant

A1

Contains nothing that earns credit

·       mere restatement of the prompt

·       completely irrelevant to the topic

·       not written in Italian

·       blank

 

 

4.Connections

 

This learning outcome pertains to critical thinking and is evaluated through a series of activities related to the completion of ITAL 420.  The final analytical essay is assessed according to the following criteria and C2-A1 rating scale:

 

 

 

 

C2

Extensive

C1

Considerable

B2

Adequate

B1

Partial

A2

Basic

A1

Unacceptable

Topic

Originality/curiosity

 

 

 

 

 

 

 

New learning area

 

 

 

 

 

 

Outline

Overall structure

 

 

 

 

 

 

 

Detailed organization

 

 

 

 

 

 

Introduction

Contextualization

 

 

 

 

 

 

 

Overview of argument

 

 

 

 

 

 

 

Thesis statement

 

 

 

 

 

 

Body

Analysis of source material

 

 

 

 

 

 

 

Argument formulation

 

 

 

 

 

 

 

Analytical support of thesis statement

 

 

 

 

 

 

Conclusion

Pertinence

 

 

 

 

 

 

 

Significance

 

 

 

 

 

 

 

 

5.     Communities

 

The Arizona in Orvieto study abroad program provides Italian majors with classes in the target language, in-home stays with Italian families, internships with local businesses in Orvieto, and cultural programs and activities throughout Italy.  Students have the opportunity to develop engagement competencies in the areas of: diversity and identity, global and intercultural comprehension, innovation and creativity, civic and community responsibility, interdisciplinarity, leadership, and professionalism.  The Italian major’s participation in multilingual communities abroad is assessed on the basis of data collected by the on-site Italian faculty member and/or on-site director of the Orvieto program.  

 

Change in Response to Findings: 

Finding are not yet available. Rubrics and tool to be used for assessment of the undergraduate and graduate programs in French and Italian are posted in "Assessment Findings."

Updated date: Fri, 05/13/2016 - 15:27