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SPANISH IN ACTION Redesign of First Year Spanish SUNY Fredonia

SPANISH IN ACTION Redesign of First Year Spanish SUNY Fredonia. Annual Enrollment : 360

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SPANISH IN ACTION Redesign of First Year Spanish SUNY Fredonia

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  1. SPANISH IN ACTIONRedesign of FirstYearSpanishSUNY Fredonia AnnualEnrollment: 360 Goals: reduce costforstudentsmeeting CCC for B.A.; equalizethelevel of studentsbyrestricting SPAN 115 to true beginners; make more efficient use of technology; lowerthefaculty-student ratio.

  2. SPAN 120: SPANISH IN ACTION-ONLINE (2 cr.)SPAN 121: SPANISH IN ACTION-In Class (3cr.) • Forstudentswith 2 or more years of H.S. Spanish • Allgrammarinstruction and vocabularydrillwillbecompleted online beforecomingtoclass. • Online testing. • Classdevotedtocommunicativeactivities. • Enrollment per section: 22 students as opposedto 30. • Studentswillsatisfy CCC Languagerequirement in onesemester. • Firstfourchapterswillbecovered in onemonth, therest of thesemesterwillfocusonpastnarrative, reflexives, and subjunctive.

  3. REACTION OF COLLEAGUES Initial Concerns • Cut personnel • Large sections • Replacement of teacher with online delivery • Assimilation of materials at accelerated pace • Instructor´s role in the classroom (if I don´t have to explain grammar, what do I do?) • Credit for online work?

  4. TurningResistanceintoSupport • Patience and discussion • Open invitationtoweeklyproposaldraftingsession • Open invitationtoweeklycoursedevelopmentsession • Meetingswith Registrar, AcademicAffairsCommittee, Director of CCC, AcademicAdvising, and AssociateVicepresident • Discussionwithotherdepartments • Publicity – Flyers • Updatesgiven at departmentmeeting • Transparency

  5. LEARNING MATERIALS • Consulted with book representatives at conference. • Adopted Nexos from Cengage, seemed to be designed for online instruction, also a lot of communicative activities, fast but not too much, not too much grammar at one point. • Problems: textbook did not have as much self-grading activities online. Students have to log on in QUIA and Eduspace (this will not be the case in the Fall with ILearn). • Solutions: tremendous support from publisher, meeting with the technology person. Internship course with major in Adolescence Education who helped in the day-today planning of the course.

  6. ADVICE FOR SELECTION OF MATERIALS • Familiarize yourself with exactly what is available in terms of ancillary resources. • Be aware that textbooks and the technology supporting them are constantly evolving. • Plan a training session for all interested instructors for a week during the summer (include a stipend in the budget). During session, allow instructors to manipulate materials as students. • Ask publisher to send assistance for the first days of classes to help students log in and answer questions.

  7. TECHNOLOGY: CHALLENGES • Assistance from IT: lack of staff, we had to hire a student to install computers and software; resistance to make it a ITAB lab. • Resistance from faculty who favors old technology such as cassette recorders and video monitors. • Lack of training of lab staff (will have to provide training). • Students not buying book and not having access to online material right away.

  8. SURPRISES Unexpected Surprises • Students´ resistance to new way of learning, expecting traditional ways, i.e. come to class and instructor imparts knowledge. • Students´ lack of discipline to work online on regular basis Great Surprises • Students coming to class with full command of the grammar, with not many questions, if any. • Students´ performance in oral exams: ability to maintain conversation for several minutes, without any notes.

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