Christine Gonzales 2013 post Tenure Review Table of Contents

Christine Gonzales 
 Post- Tenure Review 2010 - 2013 Table of Contents

Dr. Paul Allen, Humanities Department Chair

Professor Suzanne Jacobs

Professor Connie Spanton-Jex

This document constitutes an annotated list and narrative of my activities during 2010 – 2013 which are of interest to the post-tenure committee.  I have labelled the supporting documents in brown.  These documents are located in the right-hand column as a drop-down menu. 

Here are the five categories of my portfolio:

001 TEACHING

002 PROFESSIONAL ACTIVITY

      002.A. PROFESSIONAL DEVELOPMENT

      002.B. ORGANIZATIONAL PARTICIPATION

003 SERVICE-COLLEGE AND COMMUNITY

     003.A. COLLEGE SERVICE

     003.B. PARTNERSHIPS & COMMUNITY SERVICE

Some of the documents also contain links to additional pertinent entries in pdf form.

001 TEACHING

001.A Sub-role #1: Instructional Delivery

001.A.01 Uses appropriate pedagogy for discipline and instructional task

[See ‘001' entries three entries named 001.A.01 & then named for D1010, D1020 or Spanish 1010]

2010 to 2013: Learning has shifted from acquiring oral proficiency to acquiring Advanced-Low (C1) oral proficiency---in every class, topic by topic, week by week---by aiming every learning activity towards learning to converse about it on the C1 level. From 1010 to 2020, students ask and answer questions about each individual topic on the C1 level. As they progress throught the four semesters, they gradually learn to converse on more and more topics, until by the end of 2020 they can converse on the C1 level on more-or-less any topic. Thus, students make few utterances on the A or B levels: we use those levels for in-class brainstorming. ACTFL professor Chantal Thompson teaches this (ACTFL Webinar 2011).

1. 2010: I offered extra credit which involved a combination of conversing and writing short paragraphs in the target language.
2. 2012: Students now have a significant number of assignments which involve them speaking & conversing in the target language. We spend class time with them learning & practicing:

1. How to ask simple questions in an artificial role-play situation with students’ fluent friends (such as convincing one’s German grandma to allow one to ask her what her name is);
2. How to talk to onesself. How to transition from repeating verb conjugations to repeating them in a simple, pithy, obvious sentence, then to use the sentence to have one’s right hand ask the left hand questions and elicit answers from that hand,continuing the queries until all of the verb paradigm has been practiced. Example: RH: Spielst du Fußball: LH: Ja, ich spiele Fußball. RH: spielt Obama Fußball? LH: Ja, er spielt Fußball. Etc. This is called der Verbentanz of La danza de los verbos. It is essential in European languages, and it is essential to contextualize the verb dance immediately. Thus, the student begins making an utterance on the Novice (A1) level but within c. 1/2 hour transitions that utterance to the (admittedly lame) Advanced (C1) level.

3. 2011 – 2013: The only extra credit ever offered is to complete more of the oral conversation assignments: filmed conversations placed in the Canvas website. All of these, whether assigned or EC, must be totally audible, clear and interesting to he peers. A few notes are allowed, but no conversations may be read. (Anecdotally) students react very positively to viewing themselves and their peers actually conversing in the target language only 1-2 weeks after the semester has begun
4. Students in all of my courses are required to post a video conversation (plus reflection artifact) as a signature assignment in their ePortfolios. In Fall 2011 this was rather successful; however, since the ePortfolio might not be completely private, students in Spring 2013 are assigned to either ensure that their ePortfolio is closed to the public, or to create a video conversing which does not show their face but has them using cartoons or other paraphanelia.

001.A.02 Effectively integrates appropriate technology into the classroom

1. 2010 Maintained Blackboard website: I only handed out an information sheet & phonetic system; students downloaded the rest from the course website. I posted syllabus & calendar, files & video links, music & art work, discussions including shared student work, exams, feedback, announcements.
2. 2011 Expanded use of Blackboard but used an electronic gradekeeper which students had to view in appointments with me
3. 2012 Transitioned to Canvas: I post syllabus & calendar, files and video links, music & art work, shared student work, extensive and immediate feedback, typed in simple German or Spanish with any necessary glosses. My most-immediate goals and best accomplishments of 2013:

1. All students are now assigned to create 7 – 12 videos per semester of themselves conversing. They use Canvas software and post them in Canvas, so their videos are shared, appreciated and encouraging to others.
2. The Canvas gradekeeper is up and running, so my students can access and track their grades anytime online; [it has a very bad problem: the cumulative raw score and percentage are at the far right, but hopefully Canvas will on day move this to the far left columns—immediately after the students’ names.]

001.A.03 Explains concepts clearly to students

[See ‘001' entries three entries named 001.A.01 & then named for D1010, D1020 or Spanish 1010]

1. With linguistic credentials and proficiency in five languages, I am able to explain pretty-much any structure to students. The challenge is to combine this with immediate and appropriate oral practice and then to spiral into C1 level paired oral tasks instead of giving too much linguistic detail.
2. I use a lot of color (one for each of the four German noun cases and six to conjugate verbs); multiple intelligences, especially the bodily-kinesthetic intelligence and material organized into easily-useable tables to make certain structures accessible to students (viewable inside of my syllabus / calendar files): German noun ‘jobs’, case identification and endings ‘placed’ on the left and right hands to aid in gender and ending memorization; four ditties including sample sentences for the four types of prepositions; colored pronoun charts and mnemonic ditties; organization of the 11-odd German noun jobs; a German word order table with iconsl and longs ditty for the possessive adjectives and the relative pronouns. All of these provide practice and mastery with simple contextualized examples.
3. In Spanish there are colored verb paradigms, contextualized practice called la danza de los verbos; a song for the possessive adjectives, and conextualized practice for dative verbs with la mano de gustar, which ends reminding students that the fingers open up ‘like Spock.’ [This hand also works for dative verbs in German or any other European language.]

001.A.06 Seeks and uses feedback to improve teaching

1. I monitor myself constantly, ask students for feedback and consult with colleagues: mainly with the two Spanish faculty; the Japanese instructor; some Spanish, the Italian and the Tongan adjunct.
2. Constant feedback is crucial to ensure that I instruct and that students learn well. Millennial students need to communicate their status and feelings often.
3. The languages use online Student Activities Manuals and websites which give access to other didactic materials, such as learning videos, tutorials, etc. Only constant feedback from students ensures that these websites run correctly and that there are never difficulties to prevent student practice. I have close contact with the technicians and representatives of these companies to ensure rapid conflict resolution.

001.B Sub-role #2: Instructional Design and Assessment

The teacher:

001.B.01 Revises curriculum on a regular basis, using student, peer, PAC, outcomes assessment, and transfer institution feedback

1. My membership in the Utah AATG and Utah German Task Force makes me immediately privy to all of the proficiency goals in transfer institutions as well as those of feed institutions to SLCC. Of concern is Weber State’s move to reduce intro language courses to three credit hours and their goal for students only to reach Intermediate level (B) after two years (instead of C level). I support SLCC continuing to aim for five credit hours during first year and four during second year, reaching Advanced-Low (C1) by exit 2020 (the more difficult languages, such as as Arabic, Chinese and Japanese, should offer second-year courses of five credit hours).

001.B.02 Assesses course and College learning outcomes

[See ‘001' entries three entries named 001.A.01 & then named for D1010, D1020 or Spanish 1010]

1. Language learning outcomes remain the five Cs: communication, cultures, connections, comparisons, communities. These are complementary to but broader than the SLCC learning outcomes: substantive, employable knowledge; effective communication; quantative literacies; critical thinking; civic engagement and teamwork. Reason: Using a target language on every level means developing one’s ability in all five of the SLCC areas plus many more areas by conversing and writing in the new language. Since students in the first two years of language-learning can communicate and discuss much less in Spanish and German than in their own language, their accomplishments in the SLCC learning outcomes have a lot of breadth but not necessarity much depth: this is most notable in their lessened ability to alucidate critical thinking. In quantative literacy; however, they can complete many of the algebraic equations in Spanish or German, so students are freer to engage in target-languge math than they would be in a conventional Humanities course: there is virtually no limit to what students are encouraged to explore using the target language. Anything goes.
2. My main interest, beyond the topics and themes typical of introductory language courses, is for students to use German and Spanish to explore diversity and sustainability. Contemporary German learning already includes these topics; Spanish courses include cultural diversity and are beginning to touch on sustainability.
3. Through language learning students create a new personal reality, and this process begins during the first two introductory years. They create and gain a new picture of their world (or a new world in which to exist), they also create a new self; they become a different person, or perhaps an expanded person, in the target language. Eventually the new language and the ond one kind-of meld into one, but in another sense they remain gloriously separate. Fluent speakers find themselves using one to think about one idea, then they flow into another to think about another idea; or, they mix two languages to think about one idea.

001.B.03 Prepares appropriate assessment tools for class

[See ‘001' entries three entries named 001.A.01 & then named for D1010, D1020 or Spanish 1010]

1. Formative assessment: Each class begins with a short, quick 5-point quiz which I use to take roll, to check studying of that days’ assignment and to review the previous day’s instruction.
2. Assessment of students’ progress and engagement is constant before, during and after class. I call/text of email them (via Canvas); I also use the SLCC Early Alert.
3. My main summative assessment tools are written composition and oral conversation tests. New this semester: I ask students to include 1-2 statements about the culture studied in the current chapter. Example: GER 1020, CH 6 deals with housing. I assigned students to view and prepare simple report on naturist and architect Friedensreich Hundertwasser. I asked them to mention any of his philosophies in their oral and written compositions, and some of them conversed about liking the differently-shaped windows, growing trees in their living rooms or avoiding straight lines, etc.

001.B.04. Designs effective learning activities and assignments

[See ‘001' Entry named 001.A.01 & then named for D1020 ]

1. I like to give students the freedom to create their own assignments with certain parameters given. Example: I used the Friedensreich Hundertwasser German-language videos and students’ short reports to make a structure quiz of the A-wohin and D-wo prepositions. Thus, I used their own writing to create my quiz questions. We very successfully reviewed the videos and material they had learned about Hundertwasser, practiced and discussed certain structures and how to talk about his philosophies in simple German. This made the students more prepared to discuss him freely in their CH 6 oral and written tests.
2. I use Multiple Intelligences in students’ assignments and test preparation:

1. Their test prompt usually includes them bringing personal pictures or drawings of chapter discussion topics to use when writing and conversing.
2. At times students create a poem or poster and hang it on the wall for others to view.
3. Students have to stand up to change role-play partners every 5 -7 minutes. We talk about this and how to utilize their bodily-kinesthetic intelligence when learning outside of class. They learn that many ‘nervous tics’ are actually a strong bodily-kinesthetic intelligence helping one to learn.
4. Between 2010 and 2013 I have steadily increased the use of the musical intelligence in language learning,since it has played such a large part in my own language acquisition. In my language textbooks, each chapter has a song related to the main theses, with didactic materials designed to increase cultural and listening proficiency. I arrange for the students to get the maximum listening value out of the songs (without looking at the lyrics, then I have them listen again to the songs with the lyrics; they sing along, dance to them, converse with them, restate them differently, etc. Students are expected to listen to the songs during free time every day, to choose which elements will become active language and which will remain passive vocabulary.
5. Since I am a musician, I would just as soon have an unrealistic amount of music. In German, I would like to have in each chapter one folk song, one classical art song or operatic aria and one popular song, because all of these are such powerful purveyors of German culture and since it is so much easier to pronounce sung language than spoken. I have a goal to actually find three songs for each chapter by 2016: they will have to complement the chapter themes and the chapter structures. I will have to figure out a way to make them not too intrusive into the students learning.

6. During 2010 and 2011, students in first-year German found the songs: Each student found several and made / hung simple posters about them. They then choose a favorite song, prepared (and corrected) a German-language powerpoint presentation about it, scheduled a time to present it and answer questions in German about it, and posted all of this on the website, because it was included on the following chapter test. Students were never allowed to read the total presentation, but the powerpoint was their notes and also a study guide for the rest of the class.
7. During the years I have taught second year the use of songs was expanded. In GER 2020 students were given some parameters to find six different songs: one of sociopolitical importance, one historical song, one folksong, one classical song, one about diversity or sustainability, one popular song. They found some amazing songs! They presented all of them (in German only) with powerpoints; we all explored and discussed their topics more deeply; we also used the lyrics and our disucssion utterances and writings to generate vocabulary and structure points which needed to be studied and practiced. Much of the GER 2020 learning was based on these songs and other research which students initiated and completed.

3. [see Entry 001.A.1 LIVING TRADITIONS] 2012 DREAMERs visited our Spanish class. A unique experience for my class. Undocumented activists who were walking across the USA to inform about desired immigration reform visited our class and explained their situation. Our students then completed related activities in simple Spanish.

001.B.05 Designs effective online class activities and assignments

[view online at http://www.dw.de and http://www.dw.de/jojo]

1. Germany has a website called Deutsche Welle at http://www.dw.de. It has a never-ending wealth of free materiala prepared by the German government for all levels for German-learners and also native-speakers. Among the materials I have used so far (in GER 2020) are

1. the placement test (levels, A, B or C)
2. the Telenovela Jojo sucht das Glück, Staffel 1: 30 episodes about Jojo, a Brazilian studying in Köln, viewable with(out) German subtitles. Students viewed it, completed listening, structure and short essay-writing exercises created both by DW and myself comparing Jojo’s experiences to their own lives; we then discussed these issues in German during class. Issues included University experiences, social interaction (including online friendship, dating and same-sex acctraction), speculation about Jojo’s and the students’ futures, etc. Staffel 2 is now complete. A future goal for 2016 will be to consider using these videos in GER 1010,1020 and 2010, since those levels have their own learning videos associated with their text. Jojo also has her own Facebook page, although she does not actually exist.
3. DW has articles, videos, some with didactic exercises, some for native-speakers, about current events, history, sustainablity, culture, social justice and contemporary issues, etc. We used much of their material for learning units in GER 2010 and a little of it in other classes which had its own text. Thought for 2016: The plethora of valuable sites and videos for all aspects of German learning hints at the possibility of reducing language-learning textbooks and online learning systems---to what? They could become much less-expensive if their color pictures and online learning systems were removed in favor of using material from DW and other such sites from Germany, Switzerland and Austria. Virtually everything else could also be removed and coursexs could simply use the free material in DW to learn. Some such skeletal texts are now located in Creative Commons.....

001.B.06 Develops new courses

1. I have not developed any new courses. However, between 2010 and 2012 all of the courses I teach have changed to new textbooks---in both German and Spanish, in order to avoid using the online ‘Connect’ learning system---and because all of the books used went into new editions.
2. My overriding goal of student proficiency and retention causes that I make substantive changes every semester to most aspects of each course.

001.C Sub-role #3: Field/Discipline Knowledge applied to teaching

The teacher

001.C.01 Prepares syllabi, assignments, and course content in keeping with current research in the field and in keeping with relevant College and department learning outcomes

[See ‘001' entries three entries named 001.A.01 & then named for D1010, D1020 or Spanish 1010]

1. Spanish 1010 Spring 2013 syllabus and calendar file:

• One month before class starts I post and email the required text and ancillary materials information to the students and request that they have it ready by the first day of class
• The syllabus and calendar are in one file. The first four pages are the information pages, test dates calendar, CH 1 calendar and pronunciation guide, handed out the first day of class.
• The syllabus section is the next 10+ pages. Students are advised to read it but not to print it.
• The last section is the rest of the calendar and certain course notes (c. 14 pages). These are updated to accomodate any sudden inclusions and posted a few days before their chapter begins.

2. The German courses follow the same model.

001.D…Sub-role #4: Course Management

The teacher

001.D.01 Gives timely response to student work [via email or discussion board Added 5/08]

I give timely responses to student work, often via email or Canvas discussion boards, usually in simple German or Spanish.

001.D.02 Submits, in a timely manner, grades and other paperwork related to teaching/students

I keep an electronic gradekeeper, viewable in Canvas since Spring 2013, and submit my final grades on time.

001.D.03 Maintains published office hours for student advising*

[*“advising,” broadly defined, means any assistance given or offered to students]

I maintain more than my published hours, usually in the language lab, and I encourage students to also have tutors present, so that tutors will become part of students’ support group.

001.D.04 Provides an accurate syllabus/schedule

[See ‘001' entries three entries named 001.A.01 & then named for D1010, D1020 or Spanish 1010]

1. One month before the ocurse tarts I email and post the required text and ancillary materials to the students and ask them to have these ready by the first day of class.
2. On the first day of class I hand out an information sheet including essential syllabus details, testbook information already emailed and the first unit’s calendar. The syllabus is left online, and we go over it in class.
3. Shortly before each chapter or unit begins I post that unit’s study guide and annotated calendar online.

002 PROFESSIONAL ACTIVITY

002.A. Sub-role #1: Maintaining or developing one’s field knowledge, credentials, etc.

NOTE: Since one of the suggestions in my 2010 Port-Tenure Review was that my proficiency in toher languages needed to be better supported, this omission is addressed, starting in this section, with pertinent annotations pertaining to my language proficiency being written in those languages, in order to correct the mistaken perception of 2010..

The teacher

002.A.01 Attends workshops, conferences, conventions

1. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.01 2010 3 ACTFL COMMUNICATION WEBINARS 2010] Three ACTFL Communication Webinars: 4.5 hours
2. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.02. 2010 AATG GERMAN IMMERSION WEEKEND] Lesestufen A und B: 1.5 days
3. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.03. 2010 UFLA] November, 2010, Weber State University. 1 day
4. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.04 2010 World Languages Assessment Training], 5 days Wir haben gelernt, wie man Prüfungen in allen Sprachbereichen vorbereitet. Ich habe auf Deutsch, Spanisch und Französisch daran teilgenommen. Paricipé en tres idiomas.
5. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.05 & 06. 2011 TWO ACTFL ASSESSMENT WEBINARS] Determining Where our Students are on the ACTFL Scale (ACTFL Webinar about asessment and placement by Chantal Thompson): 1.2 hours
6. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.05 & 06. 2011 TWO ACTFL ASSESSMENT WEBINARS] Moving Students from Novice to Intermediate (ACTFL Webinar about oral proficiency by Chantal Thompson): 1.5 hours---valuable methodology in which students expand one idea by working on various levels (Novice, Intermediate & Advanced-Low) during the same class period.
7. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.07 AATG Podcast & Berlin Immersion] 2011 AATG GERMAN IMMERSION Day Untertricht mit Berfliner Kultur und Musik 1.5 hours Wir haben kurze Filme gesehen, besprochen, und Lehreinheiten vorbereitet.
8. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.08 2012 AATG IMMERSION WEEKEND]. 1.5 Days Wir haben die Erzählung Donauwetter studiert, haben über die neue Website ‘Step into German’; und deren didaktische Anwendung gelernt, wir haben Lieder der Musikgruppe ‘Madsen’ gelernt, und wir haben das Fußball Program und Stupendium des Goethe-Instituts studiert. Wir wollen das in Utah anwenden.

9. 2012 UFLA November 8, 2012, Weber State University. Both Weber State (Dr. Cheryl Hansen) and the U of U (Dr. Francisco Rubio) are piloting Integrated Proficiency Assessments (IPAs) in various languages during Spring 2013. These two-week-long assessments ae based on using material learned in the reading / listening assessment to have the student create the written / oral assessments (presenting an interview of a native speaker). I already follow this concept of various aspects of the assessment being related to each other. What the IPA additionally does is have each section of the assessment corrected and mastered before students proceed to the next part. Our language sub-department should schedule IPA training with Dr. Rubio, who is in charge of this.
10. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.10 2011 iTESOL at SLCC]
11. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.11. 2012 ACTFL WEBINARS]

a) Informationen über Rückwärtsplanung (backwards planning) bei deutschen Filmstudien.

b) Deutsche Musik im Unterrricht.

c) Kulturelle Informationen über die Schweiz

12. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.12 2012 February 10 World Languages workshop]

13. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.13 2012 UTAH INTERNATIONAL HIGHER EDUCATION SUMMIT 9NOV] SLCC has a short course in International Entrepeneurship; we should work with them obtain a committment to include foreign language in their curriculum.

002.A.02 Takes additional courses

1. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.02.1 2010 Deutsche Erzählungen] 5-day German-language summer course at U wir redeten nur auf Deutsch den ganzen Tag lang, während der ganzen Woche: über viele Erzählungen von allen Literaturperioden. Dann lernten wir über die Kunst und Filme des Expressionismus und das Niebelungenlied und Wien zur Zeit des Mittelalters.
2. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.02.2 2011 Deutsche Kultur durch Film 5-day German-language summer course at U Wir sahen mehrere deutsche Filme und studierten die Kunst der neuen Türkisch-Deutschen, besprachen die Vielfalt udn gewisse Probleme der Minderheiten im heutigen Deutschland.
3. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.02.3. 2012 Deutsche, Schweizer und Österreische kurze Geschichten]. 5-day German-language summer course at U Wir befassten uns mit mehreren Kunstwerken von Kafka und anderen Autoren der 19.-20. Jahrhundertwende, auch mit kurzen Geschichten der Nachkriegeszeit, mit dem Holocaust, usw.

002.A.03 Works in industry

I do volunteer work only consisting mainly of oral interpretation of presentations, mainly from English into Spanish, generally in summer festivals. Interpreto oralmente presentaciones relacionadas (entre otros temas) al cáncer del seno, a la concientización para padres de hijos en las escuelas primarias y secundarias o para presentaciones sobre cómo alentar a los hijos a tener éxito en la escuela, a graduarse y a entrar en la unviersidad. A veces interpreto para personas en visitas a una clínica, al banco, etc.

002.A.04 Develops or improving one’s pedagogical abilities, including developing expertise with instructional technologies

1. 2010-2011 Training in the use of Blackboard
2. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.7 AATG Podcast & Berlin Immersion] 2011 Training in using Moviemaker to have students make short movies 3 hours (AATG immersion meeting) wir haben ein kurzes Video gemacht, das ein Mini-Krimi war, und dann haben die Utah-Schüler an einem Krimi-Wettbewerb an der Uni von Utah teilgenommen.
3. 2011-2012 Training in the use of MySpanishLab, iLrn (German) and Canvas.
4. 2010 – 2012 Training in the use of ePortfolios

002.A.05 Does appropriate research

1. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.05.1 2010 WORKSHOPWAY & ‘TEACHER’] http://www.workshopway.org (explores supportive, comfortable learning environment, especially for minorities)
2. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.05.2 2011. Parker J. Palmer, Conflict Resolution]
3. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.05.1 2010 WORKSHOPWAY & ‘TEACHER’] 2012 Teacher by Sylvia Ashton Warner: (concept of key vocabulary = matching learning to student needs—one of my most-valued teaching concepts)
4. Reading in German literature in order to find short quotes to use in first-year teaching (in addition to the readings during university courses):

1. Also sprach Zarathustra von Friedrich Nietzsche, (im Gutenbergprojekt: http://gutenberg.spiegel.de/buch/3248/3) die ersten drei Kapitel des ersten Teiles. Grund: ich wolte gute und einfache Zitaten finden die im Unterricht nutzlich wären. Ich habe das gefungen:  »Sollte es denn möglich sein! Dieser alte Heilige hat in seinem Walde noch Nichts davon gehört, dass Gott todt ist!«  So ein Zitat gehört wohl i Deutsch 1020, Kapitel 7 (viele Strukturen, einschließlich: das Kicken, A-wohin/D-wo, usw.)
2. Faust I, von Goethe. http://gutenberg.spiegel.de/buch/3664/10 Zitate für den Unterricht (D 1010):

1. Wie Faust Margarete zum ersten Mal anspricht

Faust: Mein schönes Fräulein, darf ich wagen,
Meinen Arm und Geleit Ihr anzutragen?

2. Was Faust gleich danach dem1 Mephistopheles sagt: Hör, du musst mir die Dirne schaffen!

002.A.06 Does creative work relevant to field

My oral conversational activities in other languages:

1. Deutsch: Ich rede jede Woche für ugf. eine Stunde auf Deutsch mit Edith Rauh und manchmal auch mit Werner Rauh und anderen Bekannten.
2. Deutsch: Ich singe jede Woche für zwei Stunden Lieder auf Deutsch in der Chorprobe.
3. Español: Converso cada día durante 3-4 horas con mi esposo y nuestros amigos en español.
4. Español: converso un máximo de una hora cada día con los colegas: profesores y tutoras de español. Esta actividad es muy importante no solamente para ayudarme a mejorar mi dominio del español, sino también para mantener y mejorar la colaboración profesional entre nosotros---una de mis metas más importantes de 2012 a 2013.
5. Français: Parfois je parle un peu avec Jeanine Alesch o les précepteuses. Pendant un semestre j’ai causé une fois par semaine avec Jeanine. Le français m’aide à expliquer des structures ou du vocabulaire aux étudiants qui le parlent, pour qu’ils puissent apprendre plus facilement l’allemand ou l’espagnol.
6. Italian: Posso parlare anche in italiano--colle precettrici o per spiegare qualisiasi cosa agli due studenti italiani de questo semestre--ma non lo parlo molto bene.

002.B Sub-role #2: Participation in Professional Organizations/Endeavors

The teacher

002.B.01 Maintains membership in professional organizations

1. American Association of Teachers of Languages (ACTFL)
2. American Association of Teachers of German (AATG)
3. Utah Foreign-Language Association (UFLA)
4. [See folders 002 PROFESSIONAL ACTIVITY and 002.B. ORGANIZATIONAL PARTICIPATION. Entry 002.B.01.4. 2010 – 2012 Utah German Task Force] We consider virtually all German progams in Utah at risk and try to keep them going; we came close to starting German dual Immersion in a Utah elementary school; we convinced a new HS in Draper to offer German; we supported the U with their German Day in 2011 (my SLCC German students participated, created graphic novels in German and conversed with the HS German students); among oru current projects are a summer camp in Utah County ad increased activities with the local German organizations.

002.B.02 Reads relevant professional journals or other publications

1. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.B.02.1. 2012 AATG Newsletter DEC 2012] (a wide range of information including a) Die Telenovela Jojo sucht das Glück www.dw.de/jojo; professional development for instructors; study abroad for students; an assessment Manual aligning Frameworks of Reference in Language Testing; two DVDs with didactic materials: Berlin als multukultureller Text and One Germany: the other Side of the Wall; German band ARTIG; Goethe-Institut USA InfoBlatt; www.deutsch-portal.com für DaF Lehrer und Professoren (Artikel, Arbeitsblätter, Foren und Facebook);
2. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.B.02.2 UFLA NEWSLETTERS] These arrive quarterly.
3. ACTFL Smartbrief http://r.smartbrief.com and ACTFL CONNECTIONS arrive weekly in members’ email, contain a wide variety of articles and website links. I read most of the articles. Of considerable interest to me was a recent report that children evidently begin to learn their native language(s) in their mother’s womb.
4. AATG Unterrichtspraxis Es enthält Artikel über das Deutschlernen, Literatur, Kultur, usw. Ich bekomme und lese sie viermal im Jahr.

5. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. entries 002.B.02.5] Other articles of interest include the 002.B.02.5.2011SLCC Assessment Plan Five years, 002.B.02.5.Gen Ed Assessment Report Dave Hubert, 002.B.02.5.Assessment Article in JAF, 002.B.02.5.Diversity and Critical Thinking Study, 002.B.02.5.The National Teaching & Learning Forum (courtesy of Dr, Allen), 002.B.02.5.2012 Podcast Graphic Syllabus, 002.B.02.5,Todo Alemán AATG Website; 002.B.02.5.Planning for Learning Outcomes & Assessment (chart made by Dr. Allen); 002.B.02.5.Assessment as Subversive Activity JAF, 002.B.02.5.Neukölln DW-Artikel, 002.B.02.5.Quellenmaterial von Johanna Watzinger-Tharpe, 002.B.02.5 002.B.02.5 002.B.02.5.The Moral Philosophy of Emmanual Levinas; 002.B.02.5.Wayfinders Wade Davis (I spent hours reading his articles and viewing his video Interviews, thinking about them & comparing them to my own experiences. They are profoundly affecting what I want to learn ahd hope my students are learning, 002.B.02.5.The Philosophical Novel (courtesy of Dr, Allen), 002.B.02.5. 002.B.02.5. 002.B.02.5.
6. 1491: New Revelations of the Americas before Colombus, Charles C. Mann – un libro esencial para cualqueir profesor de español. Habla de la población ya las grandes ciudades en lugares desconocidos como las cuencas de los ríos de Norteamérica, de la manera en que los indígenas cuidaban la selva---que no era ningún Urwald---del cuenca del Amazonas y las enormes ciudades que antes existían allí. Todos los americanos debemos leer este libro.
7. 2012 Language Subcommittee Report This extraordinary document prepared by SLCC language faculty colleagues gives us plans for improvement in many areas, including pedagogy, standardizing the curriculum and assessment, placement, adjunct and tutor manuals.

002.B.10 Reviews textbooks or articles for publication

Mc Graw-Hill had me write an extensive survey / review of Experience Spanish, Connect and

Learnsmart, for which they promised a $100 honorarium (it never arrived).

003 SERVICE

003 A COLLEGE SERVICE: I believe I qualify for level 5

• because I received the 2012 NASPA-Utah outstanding Faculty Award (one of three recipients);

• because of manning and shilling at tables to recruit in unique ways for language-learning and for sustainability;
• because I played the piano for SLCC on numerous occasions, and even represented our department as a background-music pianist in the Philosophy Conference luncheon; the Austrian Consul (Herr Doktor Franz Kolb) thanked me for the German and Austrian numbers which I played;
• and because I try to draw us language faculty closer together as I mentor any who wish. I stepped in and with the help of Dr. Allen managed to get the Spanish faculty to replace their faulty Spanish 1010/1020 online Student website ‘Connect’

The teacher

003.A.01 Does departmental service—committees, department meetings, tenure committees, program-level curriculum and course development

1. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.01.1. 2011 Language Program Review Rubio] I participated in the Language Program Review featuring Dr. Francisco Rubio of the U
2. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.01.2. 2012 Correction of ‘Connect’ Mistakes] 2011-2012 Reported & Tracked 60+ ‘Connect’ malfunctions and errors (online SAM for Spanish 1010 & 1020 text Experience Spanish )
3. 2011-2012 Worked with Spanish Faculty, adjuncts and students to solve numerous ‘Connect’ problems
4. 2012 Chaired committee to replace Experience Spanish with SPN 1010/1020 text ‘Arriba’ (difficult because department chair wanted new text chosen in one meeting but faculty colleague required adjunct committee members to prepare long, expensive text reviews. Faculty then ignored adjuncts’ recommendations and chose a different book!)
5. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.01.2.5. Int’l folklore Festival Nov]. SLCC students Simón Nicolía & his group chose me to be their faculty mentor for the Student-sponsored International Folk Festival. I participated in planning, budeting, information tables, performances, etc.
6. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.01.2.6. 2012 Spanish Faculty Training] 2012-2013 Ongoing Spanish faculty- and adjunct-mentor to make transition to new text, arrange training meetings in MyLanguageLab use, etc. (the whole ‘Connect’ versus Arriba experience taught us to be more cautious when choosing computer websites, but it was also reminiscent of the ‘Bad money drives out good’ principle.)
7. 2012 – 2013 I assist some Spanish full- and part-time faculty colleagues to set up and navigate their MySpanishLab websites, inluding giving extensive help in Spanish courses which I do not teach (SPN 1020, SPN 1020 and SPN 2020 ---Other Spanish faculty colleagues also assist me).
8. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.01.2.8. SLCC Search Committees. I am usually the ADA representative. I keep records on Excell.
9. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.01.2.9 2012 German 1010, 1020, 2010 Book search]

003.A.05 Participates in College-level committee work

[See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.05. 2011-2012 Sustainability Committee] 2011 – 2012 Member of Sustainability Committee. I attend meetings, create and man a recycling booth for Earth Day, man sustainability booths at other events.

003.A.06 Works with part-time faculty

1. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.06.1. 2012: Spanish Instructors’ wiki. Por recomendación del departamento de humanidades, creé un wiki paa los profesores de español. Sin embargo, preferimos contactarnos y compartir documents y pedagogia por medio de otras vías.
2. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.06.2. class Visit to Lin Chen, Nov] 2012: A Chinese professor had me visit his class and give him written feedback.
3. In constant professional contact with as many full- and part-time faculty as possible.

003.A.08 Mentors new faculty

[See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.08 2012 Email Re Heritage Spakers, and Entry: 003.A.08 2012 faculty QUERY ABBIBA 16TH CH] I do this informally. Faculty, especially Spanish and Italian faculty, email or call, me with questions. Here are two samples of emails .

003.A.11 Writes letters of recommendation for students

[See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.11 2012 Letter for Tobias Tholen] I have written several. Here is an example of a slightly different type of letter for a student.

003.A.12 Does program-level advising

1. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.12.1 2012 NASPA Award] 2012 Recipient of NASPA-Utah Outstanding faculty Award (one of three recipients this year) : "A faculty member in a related field who has demonstrated commitment to and who has supported students at an institution of higher education in furthering student affairs objectives will be selected based on the following criteria: Outstanding and demonstrated commitment to supporting student growth outside of the classroom and related to student affairs objectives, innovative or creative efforts in working with students or impact on students. ….”
2. I recruit especially Hispanic students of all ages and conditions to attend SLCC or another institution of higher education.

003.A.13 Gives service to SLCC (including service related to one’s profession)

1. 2011: in the Humanities Fair, used language booth space to recruit (shill) for language-learning: presented programs such as the International Diplomacy Program (Study Abroad)
2. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.13.2.International Opprtunities Fair] 2011: Manned a language-recruiting table at the SLCC International Opportunities Fair
3. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.13.3. 2012 Earth Day] 2012: On Earth Day, as a member of the Sustainability Committee, created and manned (shilled in) a booth in which visitors learned about and practiced recycling in German or Spanish
4. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.13.4. 2010 – 2012 I have played the piano as background music at numerous SLCC events:

1. 2012, Oct: President’s and Dean’s List Reception (Several of my students saw and greeted me there)
2. 2012: NASPA Award luncheon (I was also an award recipient)
3. 2012: Utah International Higher Education Summit. Ich spielte Klavier während ihrer „Poster Presentations & Networking“, und da mein Spielen multikulturell war, wirkte es as ob ich selbst ein Poster gemacht hätte. Der österreische Konsul, Herr Doktor Franz Kolb, dankte mir für mein Spielen. Ich spielte auch während der Mahlzeit, was auch das Ende der Philosophsichen Konferenz war. Daher habe ich einen Dienst besonders für unsere Geisteswissenschaftenabteilung geleistet.

5. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.13.5. 2012 Humanities Fair] 2012: Humanities Fair. I manned (shilled at) a language-recruiting able with activities based on matching activities with the five Cs and writing messages in any foreign language
6. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.13.6. Cookies and Conversation] 2012: Cookies and Conversation—Humanities recruitment. I manned (shilled at) a table which had quotations about the value of learning a second language in most of the languages we instruct here.

003 B PARTNERSHIPS & COMMUNITY SERVICE. I should be considered for level 4 or 5 because I am recognized for rendering unique help in the local Hispanic community. I was even interviewed and quoted in a Spanish-language newspaper as a key (although non-Hispanic) figure in preserving Latin music and culture.

The teacher

003.B.03 Gives service to the community related to one’s profession

1. 2012-2013 As a member of the German Chorus Harmonie music committee, I did extensive research in the web music library http://imslp.org to find new music for the choir to sing. Ich habe mehr als 1000 Lieder- und Choralpartituren gefunden. Sie mussten in vier Stimmen komponiert worden sein, die Liedtext mussten zum Chor geeignet sein, in moderener Schrift (nicht Fraktur), und am besten, waren die Soprannoten nicht höher als f. Wegen meines Studiums waren ich sehr geeignet, diese Forschungen zu machen. Die haben dem Chor sehr geholfen und mir wurde dafür gedankt.
2. In demselben Chor spiele ich manchmal Klavier für die Chorproben.
3. Wenn neue Volkslieder zun singen vorgebracht werden, bin ich manchmal diejenige, die ihre Geschichte am besten kennt. Beispiele davon:

1. Wir singen der alte Barbarossa, und ich habe den Chormitgliedern die Legende von ihm in der Kyffhäuserhöhle erzählt.
2. Am Brunnen vor dem Tore Ich erzählte dass von Heimatfilm desselben Namens. Er findet in Dinkelsbühl statt, und ich erzählte auch die Geschichte der Dinkelsbühler Kinderzeche, die man auch im Film findet.

4. I have played background music on the piano, usually during lunchtime, at various conferences: TESOL 2011 and 2012. I play as a representative of the SLCC language faculty, and my music is recognizeably multi-cultural.
5. [See folders 003 SERVICE and 003.B.03 PARTNERSHIPS AND COMMUNITY SERVICE. Entry 003.B.03.5 29 September 2012 Newspaper Tribute to Cristina Gonzales] 2012: In the Spanish-language Newspaper ‘Tributo hispano’, I was interviewed and quoted in an article celebrating three musicians who ae key to the local Hispanic legacy (I was proud to be the only non-Hispanic so recognized): “Cristina Pratt Gonzales.....Nació en California pero de corazón hawaiano, muy joven decidió ir a Bolivia para aprender de su cultura. Se enamora del folclor de los Andes y conoce a su esposo Mario. En 1966 organiza la noche Latina en Provo con gran éxito y poco después una Tuna. Nunca ha desistido de promover la música hispana en Utah,

Para ella “la hispanidad enriquece a la cultura europea-americana del estado. La hispanidad sigue significando que todos somos iguales ante el Creador, que todos debemos tener alimentos, albergue y oportunidades de buscar la felicidad y de poder enriquecer la vida de otros con nuestra escolaridad.” Su opinión es que “el anglosajón aprende a apreciar así el sacrificio de sus antepasados inmigrantes. Hispanidad significa igualdad y la oportunidad de enriquecer la vida de otros y en especial la de ella”.