DEPARTMENT RESOURCES, STRENGTHS, AND LIMITING FACTORS

DEPARTMENT RESOURCES, STRENGTHS, AND LIMITING FACTORS:

Table 3 Library support

1. 
   The dance program needs more full-time faculty to assist in developing, running and recruiting. Additional adjunct teaching positions are needed in order to staff all dance courses currently offered and to support the curriculum development.
   
2. 
   Dixie State Dance Company needs major production support including costuming and lighting, which adds to the case to be made for staff positions in professional dance costuming and lighting.
   

RECOMMENDATIONS AND PLANS FOR THE FUTURE:

1. 
   Hire additional full-time faculty and part-time adjuncts to teach dance theory, technique and performance classes.
   
2. 
   Increase the number of courses offered, such as Pointe II, Dance Composition II, Ballroom Dance III, Modern Dance III, Ballet III, Jazz Dance III, Dance History, Physics and Kinesiology for Dancers, and Technology for Dance, which are frequently requested by students.
   
3. 
   Develop a core of lower-division and upper-division theory and technique courses to match the requirement by Baccalaureate programs. This will require additional full-time faculty members and part-time adjuncts to be hired.
   
4. 
   Develop a Baccalaureate program in the near future for the dance major students.
   

Table 4 Program at a Glance

Table 5 Dance enrollment, SCH, and FTE (5 years)

Table 6 Financial Analysis Form

Department Chair: Glenn Webb

Description, Mission and Values:

Unit Governance, Leadership, and Faculty:

The roster of faculty and their primary assignment is as follows: Dr. Paul Abegg, orchestra, strings

Dr. Nancy Allred, piano

Dr. Robert Briggs, choir, music history Gary Caldwell, band, trumpet, conducting Dr. Jim Hardy, cello, chamber music

Dr. Ken Peterson, voice

Dr. Timothy Francis, music theory, brass, composition Rhonda Rhodes, .50, Instrumental, Music Education Grace Burgess, Lecturer/Advisor, music history

Glenn Webb, chair, percussion, jazz Merrilee Webb, group piano, choir
http://www.dixie.edu/finearts/music_faculty.php
The Music Department also has twenty-two adjunct faculty members. One secretarial position is shared with the Fine Arts Department with some support from the Office of Cultural Affairs for scheduling and public relations. The department has one work-study student.

Music faculty hold positions on several key committees related to institutional governance. Dr. Paul Abegg is currently serving as President of the Faculty Senate. In that position Dr. Abegg participates on the following: College Council, Academic Council, Curriculum Committee, and the 2nd Century Strategy Steering Committee. Dr. Nancy Allred is a long time member of the General Education committee. Glenn Webb, Chair of the Department, serves on the Curriculum Committee and the Commencement Committee. Dr. Ken Peterson is a member of the Faculty Workload Committee. Gary Caldwell is on the Academic Appeals Committee.

Courses and programs offered:

Assessment and Effectiveness:

1. 
   Musical literacy (theory/analysis, aural skills, and keyboard skills).
   
2. 
   Knowledge of the major periods, composers, styles, and genres of music history.
   
3. 
   Self-assessment.
   
4. 
   Performance on one’s instrument or voice and associated repertoire.
   
5. 
   Ensemble performance and conducting.
   

The practice of hiring DSC music students by the Utah Shakespearean Festival in Cedar City and the Tuacahn Center for the Arts in Ivins is a sign of the effectiveness of music instruction. In recent summer seasons at Tuacahn 80% of musicians have been faculty (full-time and adjunct), alumni, or students.

Major Changes and Significant Trends:

Sections of MUSC 1010 and MUSC 3660 Music of the USA are taught as blended sections that include online instruction paired with a classroom setting.

Department Resources, Strengths, and Limiting Factors: Personnel:

Performance and classroom collaboration regularly takes place.

half-time position. Dixie State College has nurtured an environment of familiarity where students often drop by faculty offices for interaction. As growth has occurred focused effort has been made to retain the beneficial elements of a smaller institution. Important aspects of the department activities that could benefit from additional support staff include financial management and publicity.

Currently the music facilities are can be viewed as inadequate to support the size and scope of department activities. As major enrollment increases have pushed well beyond expectations, the number of current practice rooms is insufficient. This will improve in future years with the realization of the plan to allocate the education building to the Music Department. This additional space will also provide sorely needed resources such as a choral rehearsal room, adjunct office space, additional teaching studios, and choral library space.

Plans for the Future:

With more years administering liberal arts degrees and more graduates the department envisions proposing a professional degree- Bachelor of Music. This would not replace the BA/BS liberal arts degree options but would provide another choice for students pursuing a degree at Dixie State College.

435-879-4384

Program Description

1. 
   SERVICE TO STUDENTS
   

2. 
   SERVICE TO THE DSC COMMUNITY
   

that serves to broaden students’ education and experience.

3. 
   SERVICE TO THE INDUSTRY AND EDUCATION
   

4. 
   SERVICE TO THE SURROUNDING COMMUNITY
   

Faculty

Courses and Programs Offered

• 
  The Dixie State College Department offers a Bachelor of Arts and a Bachelor of Science in Theatre with a Liberal Arts focus. Students have the opportunity to choose a Theatre Education Emphasis or Liberal Arts Emphasis. In the Liberal Arts Emphasis, students can create their own area of focus within the curriculum through their choice of electives courses.
  
• 
  The practical portion of the degree includes a laboratory production program. DSC Theatre students have the opportunity to participate in five to seven live theatre productions per year. The students have the option to participate in wide variety of performance, design, technical, and promotional assignments.
  

Assessment and Effectiveness

• 
  DSC Theatre has a plan in place for the assessment of all courses within the curriculum. The Program has established outcomes and objectives that determine the standard within the curriculum.
  
• 
  Each DSC Theatre senior is required to complete the Senior Project I and II courses, which serve as a capstone for the degree. The Senior Project courses culminate in a signature assignment or capstone portfolio that illustrates the breadth of the student’s knowledge and experience acquired during participation in the Program.
  
• 
  Other assessment efforts include tracking graduates in the career field and using that data to support the objectives of the program.
  
• 
  DSC Theatre had the opportunity to send a representative to the AAC&U Assessment Conference in Ellicott City, Maryland in July 2011 to learn more about the importance of and the working methods of assessment. The current practices and methods taken from that experience are proving invaluable to the motivation and the development of new assessment efforts.
  

Major Changes and Significant Trends

• 
  The introduction of the Bachelor of Arts and the Bachelor of Science in Theatre has shifted the program into new realms. DSC Theatre had seven graduates with Bachelor Degrees in Theatre in its first year of having the four-year degree. It is expected that there will be ten or more graduates the 2011-12 academic year. The number of declared Theatre Majors has more than doubled in the last year from 42 to 86.
  
• 
  A Theatre Education Emphasis was approved in Fall 2011 and will be offered starting Spring 2012.
  
• 
  Theatre courses and curriculum are constantly reevaluated and DSC Theatre is working on increasing production offerings to meet student demand. Efforts to ensure quality instruction are supported by participation in campus rank, tenure and promotion activities.
  
• 
  Recognizing a need for audience development, DSC Theatre contracted a new Audience Development Coordinator, Mark Houser, in August 2010. Mr. Houser currently serves as the Theatre Program Director and is making efforts to communicate with the community more effectively in an effort increase audience awareness and attendance. He is also working with the Department Faculty and Administration to establish more effective day-to-day operation procedures and financial oversight.
  
• 
  To meet the need for faculty staffing for the Theater Education Emphasis Program, DSC Theatre has contracted with Tuacahn Center for the Arts to have Jan Hunsacker teach courses and support development of the Theatre Education Emphasis.
  

Department Resources, Strengths and Limiting Factors

Personnel - Strengths:

• 
  The DSC Theatre Department currently has seven permanent faculty members, including five full-time and two part-time faculty members. A sixth full-time position will be filled for the 2012 academic year. Faculty members have diverse academic and professional backgrounds in theatre.
  
• 
  DSC Theatre faculty members are working and progressing within the profession. The DSC Theatre Department recently premiered a new musical, Nathan Hale, written by Brent Hanson, Associate Dean of the Fine Arts Division. Many faculty members work in professional, administrative, technical, and
  

• 
  Faculty members share the responsibility of directing and designing productions throughout the year in the Mainstage, Black Box and Comedy Storm seasons.
  

Personnel - Limiting Factors:

• 
  The answer to both questions posed by administration is in some regards the DSC Theatre probably does not currently have the best faculty possible to progress effectively in a Four-Year Curriculum/Production environment and compete with surrounding four-year colleges. DSC Theatre Department is working toward progress or improvement in this area. The administration is providing the faculty with what they need to improve. The department has a great foundation to work from and the faculty and administration are working arduously to overcome the weaknesses within the department.
  
• 
  Program faculty are working to improve the technical aspects and resources of the Department.
  
• 
  The curriculum and authoritative resources (texts, research, philosophies, and teaching methods) are due to be reviewed by the entire body of faculty, especially now that there are new full-time faculty members involved in teaching and assessment. This effort is ongoing and continually compared to industry standards.
  
• 
  Building a stronger spirit and practice of trust and collaboration among theatre faculty is an on-going challenge. Improved communication practices will be a key factor in building a stronger model of cooperation.
  

• 
  Student morale and motivation are up this year thanks to efforts to unite them as a major body. The Theatre Club has blossomed and sustained heightened activity. Student retreats and activities with the Theatre Club provide a thriving level of student camaraderie with the support of faculty advisors.
  
• 
  DSC Theatre is currently increasing efforts to include student representation and a student voice in Program development efforts. Student representatives participate in production meetings, show selection meetings and, when appropriate, curriculum development meetings.
  
• 
  DSC Theatre is currently working with the Career Center to provide new opportunities for students to hear from and network with professionals currently working in the field. This includes a professional studio seminar offered for the first time in Spring 2012 where the students will interact with talent representative, Hollywood producers and directors, professional theatre actors and directors, casting directors, and more.
  

Facilities and Equipment

• 
  The new banner space on the outside of the Eccles Fine Arts Center building is a nice addition to marketing and advertising efforts. However, at roughly $1000 a banner it is expensive to keep something fresh and informative on the banner. If use of the marquee is to continue, the graphics presented need to be high quality and accurately represent the four departments within the Fine Arts Division and their events. Academic programs should receive preference over outside entities that hold events in the space.
  
• 
  A color plasma or LCD marquee on 700 East or on the corner of 100 South and 700 East would serve a better purpose and would pay for itself over a period of about 4-6 years compared to the cost of the building banner.
  
• 
  Faculty office space in the Eccles Fine Arts Centers is at maximum capacity. Continued growth of the department will call for additional office space for future faculty and staff members.
  
• 
  Storage space is becoming minimal. As the program grows, there will be a need for expanded storage facilities.
  
• 
  Although Eccles Fine Arts Center facility was designed to be a multi-use facility, as the Fine Arts programs grow, academic events will occupy more of the available dates in the venue and will continue to need to be the first consideration when scheduling the venues.
  

• 
  DSC Theatre was provided with the funding in 2011 to upgrade the light boards in both the Mainstage and the Black Box Theatres to technology that meets industry standards. The department also purchased a new soundboard for the Mainstage, which is closer to the industry standards.
  
• 
  The Theatre lighting equipment is in need of an upgrade or at least a supplemental increase in quantity of units and quality.
  
• 
  The idea of an LCD marquee out on 700 East or the corner of 100 South and 700 East, as mentioned above, would make a great impact on advertising efforts. It could be mounted into a well-designed landscape piece or something similar to the Cox Marquee.
  

Plans for the Future

• 
  The DSC Theatre Program will pursue NAST accreditation as stated in the degree proposal. Serious efforts on NAST accreditation will begin in 2013/14.
  
• 
  DSC Theatre would like to assist in the development of community ties as much as possible. In an effort to cultivate and rebuild audiences the DSC Theatre faculty have agreed to pursue a more universal season selection. The regular season will be divided into two separate seasons and marketed as Season 1: the Mainstage Season and Season 2: the Black Box Season. The Mainstage Season will incorporate a more commercial and universal appeal in content and style while maintaining meaningful artistic challenges for the theatre students. The Black Box Season will be an exhibition of new and more contemporary or experimental works. The summer Comedy Storm Season is under discussion with the same of goals of serving theatre students and audience members.
  
• 
  DSC Theatre will be hiring a new full-time costume shop manager/costumer/professor of Theatre for the 2012-13 academic year.
  

Description, Mission and Values:

Leaders of Washington County’s law enforcement workforce have asked for DSC to continue to offer a four year program in this field. In these regards, the degree program is consistent with DSC’s mission.

Objectives:

1. 
   Students possess the knowledge and skills to succeed in a rapidly changing and competitive world.
   
2. 
   Students achieve their desired educational goals.
   

Currently, the Criminal Justice program offers a Certificate of Completion in Computer Forensics; an Associate of Science degree; a Bachelor of Science or Arts degree with an emphasis in Criminology; and a Bachelor of Science or Arts degree with an emphasis in Digital Forensics.

Unit Governance, Leadership, and Faculty:

The instructors that make up the faculty team are as follows:

Courses and programs offered:

Assessment and Effectiveness:

Student Assessment

1. 
   Have a base knowledge of the criminal justice system;
   
2. 
   Be prepared to delve into the scientific pursuit of criminal behavior causation;
   
3. 
   Develop critical thinking skills in Criminal Justice, and specifically in Criminology or Digital Forensics;
   
4. 
   Apply the study of Criminal Justice to real world phenomena and practical situations.
   

These goals are further represented by their respective learning outcomes. The student learning outcomes are measured by the program faculty in a number of ways.

assessment tools to gauge the extent to which students are achieving these proposed learning outcomes in individual courses. One tool is that each course in the program’s curriculum is aligned with specific learning outcomes for that course. As a result, faculty have a responsibility to both the student and the program to assess the degree to which these learning outcomes have been achieved, and then to use this feedback to make improvements as needed. This type of ongoing assessment allows faculty to more specifically direct student progression toward the program’s stated learning outcomes. Moreover, it will help faculty to target necessary adjustments more directly and effectively.

Program Assessment

Major Accomplishments, Significant Trends, and Changes:

Unit Resources:

• 
  Joan Runs Through is the administrative assistant for the SWRCCI and Janeene Cowley is the administrative assistant for the Humanities and Social Sciences.
  
• 
  The disability resource center; health and wellness center; writing center; and testing center are available to all students in the program.
  
• 
  The program is currently occupying Building D in the University Plaza.
  
• 
  The SWRCCI provides the computers and other technological equipment necessary for the Digital Forensics emphasis and certificate.
  
• 
  The Washington County Law Enforcement Officials Association has shown continued support for the program. Additionally, the Peace Officer and Service Training (POST) academy is connected with DSC.
  

Unit Strengths and Limiting Factors:

Plans for the Future:

Unit Name: English Contact:

The English Department at Dixie State College strives to instill in students an appreciation for the centrality of language and literature in human culture, particularly their function in social, historical, and political contexts. Students who major in English master skills in analyzing and evaluating texts and other media, as well as learning how to produce focused critical essays. Our literature courses seek to broaden and deepen students’ understanding of the unique value of literary expression as an aesthetic form that challenges the senses, the intellect, and the imagination. Students also learn to appreciate the complex relationship between the aesthetic and intellectual aspects of literature and the culture and time in which it was produced. Our writing courses instruct students in the standards and effective use of written and verbal

communication.
The above departmental aims fall under the overall umbrella of the evolving DSC Mission Statement Summary:
“Dixie State College is a publicly supported institution of higher education that strives to enrich its community and the lives of individual students by providing associate and baccalaureate degrees and certificates, by fostering lifelong learning, and by sponsoring activities and events that meet the educational and cultural needs of its regional constituents. Dixie State College accomplishes these objectives directly by delivering excellent teaching in a learning environment recognized for its personal relationships, values, service, diversity, and open access, and by creating strategic partnerships for learning opportunities.” (2011- 2012 Catalog –Dixie State College)
We seek to have the course and program objectives meet Core Theme One of our current Accreditation Review: Core Theme One: A Culture of Learning
And the objectives of that theme:

3. 
   Students possess the knowledge and skills to succeed in a rapidly changing and competitive world.
   
4. 
   Students achieve their desired educational goals.
   

Unit Governance, Leadership, and Faculty:

The English Department is located in the School of Arts and Letters within the Humanities and Social Sciences Division under Dean Dr. Donald Hinton and Associate Dean Dr. Leonor Ceballos. The English Department Chair is Dr. Randy Jasmine.

The department encourages faculty members to engage in professional development opportunities, primarily in the form of making presentations and attending conferences in a variety of academic and educational areas; when scheduling conflicts arise, the department assists by providing coverage of and allowing for alternatives to regularly assigned duties. To the extent that it is feasible, the department and the college professional development committee can also give financial assistance to faculty members participating in off-campus professional development activities.

Courses and programs offered:

writing. In order to support each area, the department offers a number of courses designed to deliver the optimum amount of classes. All three emphasis areas require 28-31 credits of lower-division general education classes. The Bachelor of Arts degrees require completion of sixteen credits in a single foreign language; the Bachelor of Science degrees exclude this foreign language requirement. Each emphasis allows students to choose a particular field of study designed to support their long-term career goals.

Other classes provide in-depth analysis of some of the most important literary works written. Classes such as English 1410 Elements of Grammar, English 3030 Advanced Writing, and English 3810 History & Structure of the English Language are designed to improve students’ writing in preparation for English 4900 Senior Capstone, which allows students to explore a literary topic and write a research-intensive project similar to a thesis on the graduate level.

Assessment and Effectiveness:

As we evaluate the upper-division data, we hope this will help us evaluate how well we meet the needs of our English majors.

• 
  Compare and contrast the pre- and post-numerical data from the scantron tests, which gauge student understanding of broad discipline foundational knowledge, as well as course-specific content.
  
  • 
    For example, our literature courses have the same 6-10 scantron questions, which gauge literary concepts that go beyond each individual course into the study of literature in general. These common questions help us evaluate the effectiveness of our teaching in the literary emphasis (as a subset within our overall English degree program).
    
• 
  Compare and contrast the pre- and post-narrative answers which gauge student understanding of course- specific concepts and theories.
  
  • 
    These narrative responses help us measure our students’ abilities to think critically about course- specific objectives, and evaluate their abilities to re-articulate concepts that were woven throughout a given course during the entire semester.
    
• 
  Compare and contrast the surveys from the Freshman Orientation and Senior Capstone courses. This will help us to see how our department can better connect the various facets of our mission.
  
• 
  Write a report showing the results and our analyses.
  
• 
  Make a plan for “closing the assessment loop,” wherein we look at our overall strengths and weaknesses,
  

Major Accomplishments, Significant Trends, and Changes:

The department has submitted a proposal to add the emphasis area of creative writing to the curriculum.

ENGL 2270 (World literature I) is now offered online, and ENGL 3215 (Period/Topic studies-Gender in Literature) and ENGL 3342 (Rhetoric of Gender) have been added to the upper division curriculum.

Unit Resources:

• 
  Personnel:
  

• 
  Student Support:
  
  • 
    The writing center offers all Dixie State College students assistance with any college related writing project.
    

• 
  Facilities and equipment
  
  • 
    In May of 2012, the English department and the writing center will be moving to the fourth floor of the Jeffrey R. Holland Centennial Commons building. The facility will include state of the art classrooms (including one computer classroom with 28 CPUs), a student publication production area (primarily for the creation of The Southern Quill and Indelible Ink), storage for the English department’s children’s literature collection, English student collaborative and study area, enlarged writing center space with unique conference room and computer areas, a faculty conference room, and a faculty lounge.
    
• 
  Technology:
  
  • 
    The classrooms in most buildings (other than the Centennial Commons) are equipped with computers, ceiling-mounted projectors, internet connections, and whiteboards. However, since English instructors also teach in many locations, they cannot always count on having appropriate or standardized equipment.
    
• 
  Community connections
  
  • 
    The writing center periodically holds workshops on various aspects of writing that are open to the faculty, staff, and student body of Dixie State College as well as to the community at large. These workshops cover areas from grant and proposal writing to resume and CV creation.
    
  • 
    The members of the creative writing committee within the English department have developed a variety of events and workshops that invite community members to engage with creative writing in its many forms. These events include public readings (from prominent authors such as past and
    

Unit Strengths and Limiting Factors:

Strengths-

• 
  One of the strengths of the department continues to be the vitality and the enthusiasm of the full-time, part- time, and adjunct faculty within the English department.
  
• 
  The students who are majoring in and taking English courses are extremely ambitious and motivated. This enthusiasm creates an atmosphere in which learning is enjoyable and pervasive.
  
• 
  The support from the college administration is strong. The addition of two highly qualified full-time, tenure- track instructors, one in the area of English education, and the other in creative writing in the past year has been a boon. The department needs to continue to hire highly qualified instructors in all of the emphasis areas within the department.
  
• 
  Further, our library staff has been engaged in helping us build resources that will help assure the excellence of the program. The connection between the library and the English department will be greatly strengthened as both departments move into the Holland Centennial Commons building.
  

Weaknesses-

• 
  Despite the burgeoning numbers of students at Dixie, the English department has not been provided with adequate staff support to reflect this growth. The full and part time staff members within the department are greatly overworked.
  
• 
  Many Dixie State College students work, and many have families that require much of their time. The department needs to have more faculty members and adjunct instructors become certified to teach both online and hybrid courses. The English department should strive to have roughly 25% of our course offering in these learning environments.
  
• 
  The department must offer more courses in the area of world literature, particularly literature produced by traditionally underrepresented populations.
  
• 
  The full-time members of the department need to increase the amount of support that they offer to adjuncts and new instructors, since those groups provide such a large percentage of the instruction within the department.
  

Obstacles-

• 
  To date, a major obstacle has been the excessive reliance on adjuncts. The percentage of adjuncts compared to FT faculty has fluctuated over the past 5 years, and we need to try to lower our dependency on adjunct instruction as much as possible. This, of course, is a tremendous challenge in periods of rapid institutional growth such as the college has experienced in the past 3 years.
  
• 
  Full-time faculty members continue to have more non-teaching duties placed upon them with little or no reassigned workload offered. This trend presents many problems, as department chairs struggle to make schedules, and as faculty members attempt to maintain a high standard of teaching and instruction while still fulfilling other time-consuming duties.
  
• 
  One of the obstacles that the coordinator of composition continues to face is finding highly qualified adjuncts in the surrounding area. That problem is compounded by the low pay for adjuncts. The department occasionally identifies qualified educators who we seek to recruit, only to be turned down because on the low pay offered to adjuncts.
  
• 
  The department must better articulate the value and benefits of degrees in English, both as they apply to overall knowledge and learning, and as they relate to the acquisition of marketable skills for our graduates.
  

Threats-

• 
  Possible cuts to federal grants could impact the hiring of new faculty and the ability of many students to attend college. This area has been hit hard by the housing downturn and the recession; therefore, there is a substantial reliance on Pell grants and other forms of aid.
  
• 
  A potential backlash could also develop amongst students and potential students if college tuition and overall costs continue to grow at such rapid rates as they have in the past three years.
  
• 
  It is possible that this department, outside of the area of composition, could be judged as not foundational to Dixie State’s mission or to the economic success of students. The type of political rhetoric that labels Humanities degrees as “degrees to nowhere” certainly represents a grave threat to any English department.
  

Plans for the Future:

Plans for the Immediate Future:

• 
  The department has recently submitted proposals to add both a creative writing emphasis area as well as an English minor to the curriculum. Both of these programs have been identified through surveys and research as being in high demand amongst the Dixie State College student body.
  
• 
  Because we are the largest faculty department on campus, we hope to create the position of associate chairperson in charge of composition, to replace the current position of coordinator of composition. The faculty member holding this position will be able to more equitably share the duties of the department chairperson.
  
• 
  Since the student demand for English classes will continue to grow, new full-time, tenure track hires must be made for the foreseeable future.
  
• 
  More staff support is desperately needed, especially considering the move of the department to a new and larger facility.
  
• 
  The department must also update and revise SLO’s and Assessment processes to align them with Core
  

• 
  We need to conduct a survey of the need for advanced degrees and credentials with the Washington County school district as well as in the surrounding area.
  

Plans for the Long-term Future:

• 
  The English department has begun investigating the possibility of offering a Master’s degree program, once Dixie State College makes the transition to university status. Members of the department will continue to explore this possibility.
  
• 
  The department must conduct research into the viability of a Master’s degree in English program at Dixie
  

• 
  Faculty members should also explore the possibility of creating and hosting a regional or national undergraduate, or possibly even a graduate research conference on the campus of Dixie State College of Utah.
  

Description, Mission and Values:

goals of Dixie State College’s students as expressed in the following paragraphs in the college’s mission statement

and core themes:
Dixie State College of Utah (DSC) strives to help students to define, shape and achieve educational and life goals. It is dedicated to providing personalized and excellent teaching in a learning environment where all students can become passionate about their individual educational endeavors.

Students will develop the skills and knowledge needed for the next phases in their lives, whether productive employment that contributes to society and economically sustains the student, further education at a transfer or graduate institution, or some other unique and personal aspiration. They will prepare to be life- long learners.

Graduates will be able to think critically, communicate clearly, and solve problems. Through exposure to the breadth of human knowledge and experience, they will investigate and enhance their world views to achieve a global perspective. They will make responsible and meaningful contributions to society, in part through service to others. Graduates will become citizen-scholars.

Unit Governance, Leadership, and Faculty:

Full-time Faculty:

• 
  Leonor Ceballos, (2007) Associate Professor of Spanish; BA, 2000, Universidad de Deusto (Bilbao, Spain); MA, 2003, PhD, 2007, University of Nebraska, Lincoln. Area of emphasis –Peninsular Literature. Awarded tenure January, 2011.
  
• 
  S. Addison Everett, (1981) Associate Professor of Spanish; BA, 1977; MA, 1980, Brigham Young University. One year of graduate studies beyond the MA at the University of Colorado, Boulder (1985-86). Area of emphasis—Spanish linguistics. Awarded tenure September, 1990.
  

• 
  Ana Maria Hawkins, (2008) Instructor of Spanish; BA 1992, MA, 1997, Brigham Young University. Certified Oral Proficiency Tester (certified by ACTFL). Area of emphasis—Spanish pedagogy.
  
• 
  Linda W. Galloway, (2007) Instructor of ESOL; BA English 1971, Hampton University; Certificate in Secondary English and/or ESOL from California, Ohio, Maryland and Utah. MA 1998, The Ohio State
  

Contract Faculty (.74):

• 
  Kimberly Welch, (2008) .74 Instructor of ESOL: BA French 1997, University of Utah; MA 2000 Second Language Acquisition, University of Utah. Area of emphasis—Second language acquisition.
  

Adjunct Faculty:

• 
  Judith Allan (ESOL) BA in Elementary Education from University of Idaho, MA in Special Education and ESL from Boise State College. Teaching load: 18 credits 2011-2012 or .67 workload.
  
• 
  Waisum Buenning (Chinese) BA German, 1985, Brigham Young University. Teaching load: 8 credits 2011- 2012 or .3 workload.
  
• 
  Jill Nagrodsky (ESOL) BA in Social Studies Education, State University of New York; M. Ed in Reading and Counseling from Colorado University. Teaching load: 18 credits 2011-2012 or .67 workload.
  
• 
  David Cluff (Spanish) BA, ED Spanish Major, English Minor, 2004, Southern Utah University; MAED, ADM, 2011, University of Phoenix. Teaching load: 8 credits 2011-2012 or .3 workload.
  
• 
  Ronald Gill (Spanish) BA Spanish, 1971, Brigham Young University; MS Education, 1993, Nova Southeastern University; Ed.D, 2006, Nova Southeastern University. Teaching load: 20 credits 2011-12 or
  

• 
  Brett Hymas (ASL) BS Psychology, 2005; BS Criminal Justice, 2005, Southern Utah University. Currently pursuing MS of Rehabilitation Counseling at Utah State University. Native signer. Teaching load: credits 2011-12 or .3 workload.
  
• 
  Wendy Jensen (ASL) BA English, 1995, University of Utah. State Certification Associate Level II, Interpreter for the Deaf. Teaching load: 8 credits 2011-12 or .3workload.
  
• 
  Linda Jones (ASL) BA Elementary Education, 1978, MA Special Education Acoustically Handicapped, 1983, MLS, 2005, San Jose State University. Teaching load: 8 credits 2011-12 or .3 workload.
  
• 
  Octavia Kincy-Moten (ESOL) BA Sociology 1989, Grambling State University; MA Business 1991, National University; MA Elementary Education 1999 Nova Southeastern University; (ABD) Educational Leadership, Nova Southeastern University. Teaching load: 12 credits 2011-2012 or .44 workload.
  

• 
  Richard Mildenhall (Japanese) BA English, 1989, Brigham Young University; Med, 1996, Utah State University. Rated at intermediate high level on OPI test for Japanese. Teaching load: 8 credits 2011-11 or
  

• 
  Therese Moore (French) BA French, 1970, Wellesley College; MA French, 1998, University Nevada at Las Vegas. Teaching load: 8 credits 2011-12 or .3 workload.
  
• 
  Hiroko Mowery (Japanese) BA Education, Minor in English, 1996, Fukuoka-Jo-Gakuin; MA Japanese Society and Culture, 2000, University of Kyushu. Teaching load: 8 credits 2011-2012 or .3 workload.
  
• 
  Hans Paul (German) BA German, 1970, Brigham Young University. Teaching Credential Program, 1986, California State University, Sacramento. Teaching load: 8 credits 2011-2012 or .3 workload.
  
• 
  Daniel Radford (ASL) BS Business/Finance, 2011, ASL Certification for Level 1, 2009, Dixie State College. Teaching load: 8 credits 2011-2012 or .3 workload.
  
• 
  Robert Theiss (Spanish) BA Political Science/Latin American Studies, Minor Spanish, 1968, Brigham Young University. Teaching load: 8 credits 2011-2012 or .3 workload.
  
• 
  Bert Walker (ESOL) BA Spanish 1958, Lawrence University; MA Spanish 1972, University of Wisconsin. Teaching load: 12 credits 2011-2012 or .44 workload.
  
• 
  Marilyn White (ESOL) BA Journalism and English 1964, Brigham Young University; MA History 1989, Brigham Young. Teaching load: 6 credits 2011-2012 or .22 workload
  

Dr. Leonor Ceballos currently serves as Department Chair of Humanities, and with that responsibility serves as a member of the Curriculum Committee and attends weekly meetings for department chairs in the Humanities and Social Sciences Division. She serves as chair of hiring committees.

Courses and programs offered:

The following courses and programs are offered in languages:

• 
  American Sign Language: Beginning and intermediate courses are offered. One 1010 class is offered at Dixie High School as a concurrent enrollment course.
  
• 
  Chinese: Beginning and intermediate classes are offered. Currently, the beginning course is offer via live video from the University of Utah, as will be the case a year from now with the intermediate courses. Our department provides a facilitator in the classroom where students on campus attend this live video class.
  
• 
  ESOL: A comprehensive offering of classes is available to students trying to develop their English language communication skills so that they may matriculate as degree seeking students. Currently, none of the ESOL classes is a credit bearing class.
  
• 
  French: Beginning and intermediate classes are offered. Because of low enrollment, the intermediate classes may need to be taught every other year.
  
• 
  German: Beginning and intermediate classes are offered. Because of low enrollment, intermediate courses may need to be taught every other year.
  
• 
  Japanese: Beginning and intermediate classes are offered. Because of low enrollment, intermediate classes may need to be taught every other year.
  
• 
  Spanish: Beginning and intermediate classes are offered at the lower division level as well as upper division classes to support the Integrated Studies emphasis. Upper division classes include the following:
  

Spanish 3060 Advanced Grammar, Culture, Composition I Spanish 3070 Advanced Grammar, Culture, Composition II Spanish 3200 Business Spanish

Spanish 3390 Understanding Spanish Literature Spanish 3580 Contemporary Issues

Spanish 3950 Hispanics in the United States/Service Learning Spanish 4550 Iberian Culture and Civilization

Spanish 4610 Survey of Peninsular Literature I Spanish 4620 Survey of Peninsular Literature II Spanish 4630 Survey of Latin American Literature I Spanish 4640 Survey of Latin American Literature II

Assessment and Effectiveness:

Currently, each of the languages is supposed to give pre and post tests in the beginning and intermediate levels on a regular basis, at least every other year. In the Integrated Studies Spanish emphasis, assessment is designed to take place at the individual course and at the program level.

Major Accomplishments, Significant Trends, and Changes:

Since 2007, enrollments in foreign language courses have grown steadily: 2007 (2,177 SCH), 2008 (2467 SCH), 2009 (2885 SCH), 2010 (3,375 SCH), 2011 (4614 SCH). Faculty sense a leveling off in the current year, but the department does not yet have the enrollment data to show a trend.

Unit Resources:

• 
  Personnel: The Foreign Languages are housed in the University Plaza building B. The faculty moved in August of 2011 from the McDonald Building in the center of the main campus to University Plaza on the northeast corner. A part-time secretary who works 4 hours per day serves the Foreign Languages, ESOL, Humanities, and Philosophy.
  

• 
  Student Support: All advising is done either at the campus advising center or by individual faculty in their offices. Sometimes there is a disconnect with the information that is given. Some tutoring is available at the tutoring center.
  

• 
  Facilities and equipment: Many of the language classes are taught in McDonald Building on the main campus, and some are taught in the classrooms in University Plaza. All of the ESOL classes are taught in University Plaza. All of the classrooms are equipped with computers, projectors, and document cameras. A couple of the classrooms in University Plaza have some echo problems that make it difficult for some students to hear well.
  
• 
  Technology: All classrooms are equipped with computers, projectors, and document cameras. Additionally, all faculty offices are equipped with computers, printers, telephones, and other needed supplies. All faculty have access to copy machines.
  

• 
  Community connections: There is limited outreach to the community, mainly due to limited faculty resources. The Spanish 3950 class is designed to be a service/learning class, and in the semesters faculty are able to teach it, DSC students go into the public schools to provide tutoring help to students who speak Spanish at home as a first language and who struggle with school. On occasion, area high school Spanish teachers bring their students to the DSC campus for a brief introduction to college and for a workshop on possible use of Spanish in their future.
  

Unit Strengths and Limiting Factors:

One of the program’s greatest strengths is a dedicated full-time faculty who genuinely cares about the success of students. The faculty have been able to provide quality programs at the developmental level in ESOL, at the lower division level in most of the languages offered, and at the upper division level in Spanish to support the Integrated Studies degree.

1. 
   A lack of sufficient full-time faculty in Spanish to offer on a regular basis the upper division classes already approved for the Integrated Studies emphasis. Two additional faculty will be needed to support the upcoming Spanish degree offerings.
   
2. 
   A lack of academically qualified adjunct pool to maintain a high level of offerings. While many of the adjunct faculty who currently teach are very well prepared, several lack appropriated academic degrees and prior college teaching experience.
   

Plans for the Future:

Over the next five years, the Foreign Language Program will focus on the following goals:

1. 
   Write and seek approval for a bachelor’s degree in Spanish. As Dixie State College moves to gain university status, it is imperative that the language offerings be developed and expanded. A degree in Spanish will help provide essential balance in a university curriculum. This is the top priority and will begin immediately.
   

2. 
   Seek to hire additional faculty to support a degree in Spanish first, and additional faculty the help grow other language offerings as well.
   

3. 
   Review the current foreign language offerings to determine where to place emphasis. This may require a scaling back in some languages and the development of others to meet the most critical and most logical needs. This review will include a review of how to best meet the student needs for language classes to meet BA language requirements.
   

4. 
   Improve the assessment process, including the plan and tools of the program so that every language is being assessed in a valid and consistent method. One of the obvious needs is to make sure that for the languages taught only by adjunct faculty that the assessment plan and the assessment tools are clearly identified, clearly communicated, and the results evaluated and maintained.
   

5. 
   Explore the options and create a study abroad component for Spanish students. With the eventuality of a Spanish degree, the faculty feels the need to develop study abroad options for students seeking to major in Spanish, providing them opportunity to develop their linguistic and cultural skills and understanding.
   

6. 
   Seek to provide greater on-campus opportunities for students to practice and develop oral competency.
   

Program at a Glance:

The following program information relating to faculty, student credit hours and FTE, and the program cost information does not include ESOL since it was not a part of the Foreign Languages Program until fall semester 2011.

Unit Name: Division of Humanities and Social Science in the McDonald Center Contact: Chip McLeod, mcleod@dixie.edu, 435-652-7827

The History program is a part of the Humanities and Social Sciences Department, located in the School of Arts and Letters.

U.S. Survey sequence when both courses are taken. History 3670 Slavery and the American Republic fulfills the General Education Global and Cultural Perspectives component of the General Education requirements. And History 1100 and1110 fulfill the General Education Social Science and Behavioral Science General Education requirements.

5. 
   Students possess the knowledge and skills to succeed in a rapidly changing and competitive world.
   
6. 
   Students achieve their desired educational goals.
   

Within the classes that fill requirements for General Education, our students are primarily freshman and sophomore students who seek the class to meet their immediate goal of completing GE requirements. In general, these students are respectful, possess a good work ethic, and desire to expand their knowledge of history.

Unit Governance, Leadership, and Faculty:

Norman C. (Chip) McLeod Jr., Ph.D. Howard University, full-time, tenured in History Joel Lewis, Ph.D. Central Michigan University, full-time, tenure track in History Frank Klackle, ABD, Central Michigan University, full-time, tenure track in History

Joe Green, MS, Utah State University, full-time, tenured in History and Political Science Ron Rife, California State University, part-time. History

Reuben Wadsworth, University of Nevada-Las Vegas, Adjunct (.74 appointment) in History and English

Linda Young, New York University, Adjunct in History

Preston Hughes, University of Mississippi, Adjunct in History and Political Science The department is supported by two part-time secretaries: Katrina Harney and Maria Little.

Courses and programs offered:

Assessment and Effectiveness:

Major Accomplishments, Significant Trends, and Changes:

Unit Resources:

• 
  Personnel
  

• 
  Student Support
  

• 
  Facilities and equipment
  
• 
  There have been no significant changes in facilities and equipment since 2007.
  
• 
  Technology
  
• 
  Since 2007, a few History courses are being offered online as well as some usage of Blackboard for online distribution of some course materials.
  
• 
  Community connections
  
• 
  There have been no significant changes in community connections since 2007.
  

Unit Strengths and Limiting Factors:

A crucial gap/deficiency the college should address is the declining operating budget, a problem affecting most programs at Dixie State College.

Plans for the Future: