Foreign Language

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Department of Foreign Languages is committed to graduating women and men proficient in the second language of their choice, conscious and accepting of the crucial role language, culture and humanistic literacy play in the diverse world of the 21st century. We recognize the need to instill multicultural awareness and respect for historical and global perspectives, tolerance and appreciation for the traditions from which we as individuals and those around us spring.

To achieve this goal we accept the need as teachers and mentors to keep pace with and apply the technological and pedagogical developments that facilitate the accomplishment of this vision. Our curriculum aims to produce graduates who are functionally proficient in all five skill areas -- speaking, reading, writing, listening and culture -- described in the American Council on the Teaching of Foreign Languages Proficiency Guidelines as well as the ACTFL Standards for Foreign Language Learning.

While significant emphasis is placed on the functional application of languages, the department vigorously continues to teach the traditional literatures of the present concentrations in French, German and Spanish. We strive also to expand the canon of these literatures to include as diverse a variety of time periods, geography, ethnicity and gender. In addition to its current concentrations, the department will aggressively seek to provide training in other languages as need and opportunity arise.

How does the program mission align with the university mission?

The emphasis within our program on language, literature and culture aligns us strongly with the university mission to teach students “the methods and results of free and rigorous inquiry into the arts [and] humanities.” Our faculty exhibits the qualities of “excellence in teaching, research, creative activity and service.” Our recognition of “the need to instill multicultural awareness and respect for historical and global perspectives, tolerance and appreciation for the traditions from which we as individuals and those around us spring” aligns our program with the university mission to build and maintain a “University community . . . committed to diversity and inclusion.” We strive also to give our students the practical tools, knowledge and humanistic sensitivity needed to “refine their abilities to reason and to communicate so as to become responsible citizens.” We do, however, take our mission to build effective citizens and leaders further than the University mission in that our goal is to move students both physically and in their reflections into the world beyond the borders of the United States and to seek ways of implementing an understanding of citizenship as a global perspective with responsibilities that extend worldwide.

Whom does the program serve?

Foreign Languages serves a diverse population of students including majors, minors, General Education, those needing to meet the Foreign Language Graduation Requirement, faculty in other departments, the University community at large, our profession and the general public.

What are the services provided? How do these services align with the university mission and program mission?

The primary service offered by the Department of Foreign Languages is high-quality classroom and individual instruction leading to the acquisition of second language proficiency. This instruction is always informed by current pedagogical theory and practice in second language acquisition.

Foreign Languages faculty also offer pro bono translation and interpretation services on an as-needed basis to other units within the University, to faculty of other departments in need of such consultative services, to both native and international students, and to members of the general public.

In addition, the Department of Foreign Languages serves the university community and the general public through the organization and maintenance of conversation tables at which people wishing to improve or maintain spoken proficiency in a second language can do so in a social setting.

Finally, the Department of Foreign Languages provides the State of Illinois with qualified, professionally trained language teachers through a CAEP (formerly NCATE) fully recognized Teacher Certification Program.

Describe the program’s origins (e.g. year established, purpose, expectations).

The curriculum associated with the Department of Foreign Languages has been present at EIU from its inception. The 1899-1900 brochure for the first year courses offered at the Eastern Illinois State Normal School lists Latin and German courses offered at all levels. French was added to the catalog for AY1917-18. Foreign Language instruction continued to be an integral part of the curriculum as the institution evolved and became Eastern Illinois State Teachers College. The very first catalog listed Foreign Languages as a major along with Primary Education, Intermediate Education, Supervision, Agriculture, Drawing, English, Geography, History, Home Economics, Manual Arts, Mathematics, Music, Biological Science, and Physical Science. Latin was the first major offered by the Department of Foreign Languages. The first offerings in Spanish were added to the curriculum in FA 1941 and became a major option in 1949. Over the course of time, other languages -- including Italian as early as 1938 and Russian in 1960 -- were offered and remained active parts of the program though they did not become major options. For a period in the 1960's, Russian was offered at the upper division.

In 1957 the program offered an MS in Education in Latin, French, German or Spanish and in 1967 the graduate program was expanded to include the MA in French or Spanish.

In 1956 BA and BS candidates at EIU were required by the catalog to complete four semesters of a foreign language. This requirement was expanded in 1961 to six semesters for the BA. However, abruptly and by administrative fiat, the language requirement was reduced in 1967 to four semesters for the BA and two for the BS. In FA 1973, again by administrative fiat, all requirements for foreign language were abolished. Similarly in the same year the MS Ed programs in French, German, Latin or Spanish as well as the MA in French or Spanish and the major in Latin were eliminated.

During FY1965-66 President Quincy Doudna, who had served for a year in Peru as an educational consultant and who had a strong working knowledge of Spanish, asked the Department of Foreign Languages to spearhead the development of what would become EIU's first study abroad program. The program was enacted as a partnership between EIU and the Institutos Tecnológico y de Estudios Superiores de Monterrey in Mexico. Under the department's direction, foreign language faculty and student groups ranging in size from 13 to 23 traveled and studied through this program. From as early as 1961 German majors studied at the Heidelberg Institute while other individual majors in French and Spanish studied in France, Spain and Mexico. Study abroad, it should be noted, has always been a core element in the activities and profile of our program.

The late 1970's and the 1980's exhibit a holding pattern for the department given the elimination of its offerings from general education. This situation remained constant until 1990 when a proposal to include a two semester Foreign Language requirement as part of the Integrated Core was brought forward and passed. This requirement was moved out of the General Education program when the Integrated Core was abandoned but retained as what currently stands as the Foreign Language Graduation Requirement.

In recent years, various efforts on the part of the Department of Foreign Languages have attempted to restore historical elements of our program. In some cases, these efforts have met strong opposition from the administration and in other instances strong support. For example, our efforts to increase the Foreign Language Graduation Requirement were effectively thwarted even after having been passed through the CAA with faculty and student support. On the other hand, our strong support for Study Abroad has been effective and lauded by most segments of the University including the central administration. We have attempted and been successful in maintaining offerings in Latin as a four semester sequence and our offerings in French, German and Spanish remain strong. Russian remains as a nominal element in the program, and we have succeeded in adding a four semester sequence in Italian as well as a two semester sequence in Chinese. All of these efforts have been in response to what we as language professionals recognize as valid and appropriate academic goals as well as in response to state and national trends and program needs within our own campus.

How has the unit changed or adapted over time?

See Program History above

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

FLF/FLG/FLS 1101/1102 are offered as introductory courses for students entering the university wishing to begin the Major in Foreign Languages or as beginning classes for the Minor in French, German or Spanish respectively. FLC/FLF/FLG/FLI/FLL/FLR/FLS 1101/1102 are offered as appropriate beginning courses for students needing to meet the Foreign Language Graduation Requirement.

FLF/FLG/FLI/FLL/FLS 2201G/2202G are offered for students wishing to use foreign language study to meet their General Education Humanities requirements.

In addition, FLF/FLG/FLI/FLL/FLS 2201G/2201G are offered to accommodate the eleven programs on campus that include options within majors and/or minors that incorporate either as an elective or a requirement intermediate proficiency in a foreign language:

• Art History
• Economics
• Elementary Education
• English
• Foreign Languages
• History
• Management
• Political Science
• Special Education
• Latin American Studies Minor
• Geography.

FLE 3400 Methods of Teaching Foreign Languages and FLF/FLG/FLS 3401 Cadet Teaching are offered as required elements in the professional sequence associated with the Foreign Language Teacher Certification Program through the College of Education and Professional Studies. Upper division Spanish courses as well as FLE 3400 and FLE 3401 are part of the Dual Certification Program offered through the Department of Special Education.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

It should be noted that while only on average 19% of SCH production is associated with General Education for the three years cited, a much greater proportion of SCH production is generated as a result of the Undergraduate Foreign Language Graduation Requirement:

FY10 – 52%

FY11 – 55%

FY12 – 56%

The mean for the three years cited is 54%.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

The sources listed above are of little help in highlighting employment opportunities for Foreign Language Majors, although the Bureau of Labor Statistics lists Foreign Language Majors as receiving the fourth highest average starting salary of the top ten liberal arts degrees (http://www.bls.gov/opub/ooq/2007/winter/art01.pdf ). The NACE Salary Survey-2013 states that for graduates in the Humanities and Social Sciences: “The average increase of just 2 percent offered to humanities and social sciences majors was the lowest among the broad categories . . . due . . . to the fact that the category of ‘other social sciences’ posted a decrease of 15.6 percent. The remaining majors in the humanities and social sciences, however all posted increases in the 3- to 4-percent range.” The starting salary range listed is $29,644 to $43,606 with a mean of $36,988 (http://www.naceweb.org/uploadedFiles/NACEWeb/Research/Salary_Survey/Reports/SS_Jan2013_ExecSummary.pdf ). The Bureau of Labor Statistics lists the 2007 starting salary for foreign language majors as $34,057.

Ultimately, however, Foreign Language Majors work in a broad range of occupations and exceptionally diversified careers in private and public sectors. Most frequently cited are:

TEACHER

• Primary, secondary, college/university

• ESL/Bilingual Education

• Commercial Language Schools

TRANSLATOR/INTERPRETER

• Government/business/self-employed/international organization

FEDERAL

• Federal Agencies

• Foreign Service

• Border Patrol

• Postal Service

STATE/LOCAL

• Law Enforcement

• Health service

• Library Science

• Social Work

• Clerical

PRIVATE SECTOR

• Accounting

• Advertising

• Banks/Finance

• Computer programmers/analysts

• Fashion designers/buyers

• Foreign Representatives of U.S. firms

• Guides

• Human Resources

• Lawyers/Research Staff

• Import-Export

• Labor relations

• Marketing researcher/analyst/sales

• Product promoter/demonstrator

• Production managers/supervisors

• Public relations

• Medical

• Publishing

• Radio/Television

• Real estate

• Receptionist

• Recording

• Religious Groups

• Scientific Researchers

• Secretary/clerical

• Technicians

• Telephone operator

• Travel/tourism

• Web designer/master

(http://commons.emich.edu/cgi/viewcontent.cgi?article=1013&context=gabc )

The demand for language skills is most evident and pressing in sectors of our federal government. In 2009 the GAO published a report stating: “As of October 31, 2008, 31% of all Foreign Service officers in overseas language-designated positions (LDP) did not meet both the speaking and reading proficiency requirements for their positions.” (http://books.google.com/books?id=h8q4BWZpgoC&pg=PA8&lpg=PA8&dq=how+many+language+designated+positions&source=bl&ots=JkRsSqV2_k&sig=_1GcsR2aghnK811VDSJNesK4Uzg&hl=en&sa=X&ei=_aZLUo2VAYWA9QT814CwDQ&ved=0CEIQ6AEwAw#v=onepage&q=how%20many%20language%20designated%20positions&f=false )

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The program associated with our Major in French, German or Spanish with Teacher Certification has most recently in 2011 received full recognition in Initial Teacher Preparation in Foreign Languages by CAEP in conjunction with American Council on the Teaching of Foreign Languages acting as our SPA (http://www.ncate.org/tabid/165/default.aspx). The full report is not available online but can be obtained by contactingsacanfield@eiu.edu.

The curriculum associated with both the BA Foreign Languages and the BA in French/German/Spanish with Teacher Certification follows the expectations established by the ACTFL National Standards for Language Education: (http://www.actfl.org/publications/all/national-standards-foreign-language-education). These standards are organized under five headings; 1) Communication – Communicate in languages other than English, 2) Cultures – Gain knowledge and understanding of other cultures, 3) Connections – Connect with other disciplines and acquire information, 4) Comparisons – Gain insight into the nature of language and culture, 5) Communities – Participate in multilingual communities at home and around the world.

It should be noted that these standards align well with both the University Mission and the Undergraduate Learning Goals.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

Other than regular monitoring through the IBHE and cyclical CAEP approval renewals, there are no such regulatory or legal requirements associated with our program.

What are the most important outreach or public service activities supported by the program?

Latino Heritage Celebration

After School Enrichment Progam

Pro bono translation and interpretation services

How do the local community and the region benefit from the program?

Our program promotes multiculturalism and tolerance through education be providing public exposure to diverse viewpoints, cultural attitudes, practices and languages.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Listed below are other sources worth consulting about job opportunities for Foreign Language Majors and the advantageous role language skills play in both local and global economies:

http://www.ibtimes.com/foreign-language-skills-provide-sharp-edge-job-market-258085

http://articles.chicagotribune.com/2012-11-26/classified/chi-bilingual-jobs-20121126_1_foreign-language-foreign-language-fastest-growing-language

http://www.cal.org/resources/digest/voght001.html

http://www.businessweek.com/articles/2013-07-01/b-schools-are-speaking-the-language-of-business

http://scholarsarchive.jwu.edu/mba_student/16/

Foreign Languages (B.A.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

During the past three years two new scholarships funds have become available to Foreign Languages:

William Gene and Brigitte Johanna Brown Scholarship – This scholarship is shared on alternate years with the Physics program and provides $300 to $500 in scholarship aid on a biennial basis.

Marion Railsback Webb Foreign Languages Scholarship – This fund was endowed over the course of three years to a sum of $250,000.00. The interest provides $2,500-3,000 dollars in scholarship aid annually.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

Donor gifts do not provide significant funding to the overall operation of our program. Funding of our overall operational costs depends on maintained adequate levels of appropriated funds being allocated to our budget. Donor gifts do, however, provide $10-12,000 of scholarship support to our majors and minors through established, endowed scholarship funds. In addition, the department funnels $1,500-3,000 of Telefund receipts into 3-6 $500 Departmental Study Abroad Scholarships. A list of available scholarships can be found here: http://www.eiu.edu/language/student_scholarships.php. Monies received through the Telefund and other sources within our Gift Account also benefit the program in that they are used to partially fund faculty travel for study abroad development, exceptional research projects (e.g., those involving international travel), faculty development, assessment data collection costs (e.g., subsidizing of Oral Proficiency Interview experiences for Teacher Certification candidates). The program also benefits on a regular basis from Redden Grant funding to assist faculty development aimed at improvement of undergraduate education and in particular to fund incidental costs associated with service learning opportunities connected to our long running After School Enrichment program in area elementary schools.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

The program maintains key relationships with high school teachers and university level colleagues through classroom and campus visits as well as active membership in the following professional organizations:

American Association of Teachers of French

American Association of Teachers of German*

American Association of Teachers of Spanish and Portuguese

American Council for the Teaching of Foreign Languages

Educational Testing Service (faculty serve as AP readers)

Illinois Council for the Teaching of Foreign Languages*

Midwest Latin American Studies Association*

Modern Language Association

North Central Council for the Teaching of Foreign Languages

(* Indicates organizations within which program faculty members currently hold or within the three year timeframe of the Program Analysis or have held national, state or regional office.)

These relationships create effective connections between our program and the primary professional entities responsible for shaping pedagogical technique, best practices in second language acquisition and the transmission of both from one generation of professional educators to the next. As a result, the professional profile of both our department and subsequently EIU is raised in a significant fashion. In addition, our department mission is strengthened and our faculty maintain effective professional skills that give us the wherewithal to continue to strengthen the university mission and pass on to our students “the methods and results of free and rigorous inquiry into the arts, humanities, sciences, and the professions,” to do so in both English and at least one other language and to provide our students with vital skills in multi- and cross-cultural understanding and analysis to enhance “their abilities to reason and to communicate clearly so as to become responsible citizens and leaders” in an internationally connected world of global perspectives.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

It should be noted that the revenue generated through 221501-Foreign Language Lab Service covers all expenses associated with lab functions with the exception of Student Worker payroll (see Section 8).

See also Section 6: Comments.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

See Section 5 Comments.

It appears somewhat disingenuous to separate "productivity" in terms of Student Credit Hours and "Resources Generated by the Program" since "resources" appear to be defined in terms of dollars generated while a dollar amount in tuition and fees generated from the production of SCH is nowhere cited in the analysis template.  This discrepancy is particularly poignant when Section 5 and 6 are read in conjunction with Section 7: Costs Associated with the Program.  SCH is the primary source of revenue generated by the Foreign Languages program.  If one calculates, on average over the three fiscal years cited, the approximate number of dollars generated  in tuition and fees associated with SCH production compared to the average costs associated with our program over the same three years, the revenue generated by SCH production exceeds the costs by 39%.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

See Section 6: Comments.

How does the program seek to distinguish itself from similar programs at other institutions?

Foreign Languages Major: Our primary program differs from other language programs in that ours is a foreign languages program. We do not offer a degree in French or Spanish or German as do other institutions. We offer a BA in Foreign Languages with a Concentration in French, German or Spanish. To obtain this degree majors must not only development a significant proficiency in their selected language of concentration but must also develop a novice to intermediate proficiency in at least one other language.

Our major program also seeks to maximize the myriad opportunities for integrative learning on our campus. We do this in a number of ways:

1)      Every major must, as a matter of course, complete up to 9 semester hours of work from outside our department in courses selected by the individual student and deemed pertinent to the major in consultation with his or her advisor. For example, students concentrating in Spanish might take courses in Colonial or Contemporary Spanish American History through the Department of History. In like fashion, a student concentrating in French or German might complete similar courses in History or courses in International Relations through the Department of Political Science.

2)      As a result of the application of the ACTFL Standards for Foreign Language Learning (http://www.actfl.org/publications/all/national-standards-foreign-language-education) and the 5 C’s associated with them -- Communication, Cultures, Comparisons, Connections and Communities, every course within our program contains elements encouraging reflection, comparison of cultures, traditions and values, both written and spoken communication in interpersonal and presentational formats, immersion in varied language communities, and interdisciplinary acquisition of knowledge.

3)      Service learning opportunities through internships and community based programs—Teacher Certification candidates are required to participate in in our After School Enrichment Programs in area elementary schools; ours is the only such program in Illinois which requires this level of clinical experience.

4)      Recruiting, retention and development of faculty as ILE participants; our faculty have strong generalist backgrounds; they are multilingual and teach courses requiring not only linguistic skills but also interdisciplinary knowledge of, for example, history, art history, literature, linguistics, philosophy, second language acquisition, political science, sociology, anthropology, business, theater, music.

5)      Our faculty and students are uniquely committed to study abroad through participation in the partner programs established by the Study Abroad Office and through faculty-led and customized programs.

Note any unique and/or essential contributions that the program makes to the university.

(1) Recruitment: Offering all-day "multiculturalism/immersion days" for high school language students to introduce them to opportunities at EIU, including presentations and activities led by FL faculty and advanced language students, a campus tour, lunch in a dining hall, Study Abroad presentation, and meet and greet with international students. Most recently in SP 2012, we hosted 100 high school students from Pana High School. 

This recruitment activity is now an annual event.

(2) Community Outreach: After school enrichment program – Languages for Young Learners -- in Jefferson Elementary School and Newman Grade School. "Amigos and Friends " program (Spanish students assist Spanish speakers learning English). 

(3) Foreign Languages Week: Every March our department presents a series of programs and activities highlighting language learning and the cultures associated with the languages we teach. Emphasis is on the role and value of language learning in higher education as well as career opportunities and the enhancement of opportunities through language proficiency. All activities are open to the university community and the community at large.

(4) Strong, consistent contributions to Latino Heritage Celebration by our faculty.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

Foreign Languages will play a strong role in the implementation of two key areas of the university’s strategic plan:

1)      Academic Excellence (http://www.eiu.edu/strategicsummary/): Our role in the expansion of academic rigor will focus on creating links between our program and other programs on campus. This collaboration will result in interdisciplinary rigor and integrative learning opportunities. In a sense, this collaborative effort would be an intensified continuation of current and past efforts. For example, when it was proposed that the Entrepreneurship Minor integrate courses associated with majors campus wide as electives, Foreign Languages was the first to recognize the validity of this approach. As a result, six courses in three languages dealing with business French/German/Spanish and the cultures associated with these languages were approved as part of the Entrepreneurship minor. Similarly, when Family and Consumer Sciences began developing links with programs in Italy, Foreign Languages began to hire faculty to teach Italian. Ultimately we provided students wishing to continue Italian upon their return a venue through which they could do so. We have recently lost the faculty member who began this work. We need to replace the lost French/Italian faculty member as well as seek an additional hire in Spanish/Italian in order to expand Italian to the intermediate level. Similarly we need to create links with Africana Studies, Asian Studies and other programs in Arts and Humanities, the Sciences and Business in order to offer less frequently taught, critical languages including Swahili, Japanese and Arabic.

In addition, we will continue and ultimately increase our role in recruitment trough immersion days for high school language students and work through professional organizations to strengthen the links between our program at the university level and programs state-wide at the secondary level.

2) Global Competition and Changing Demographics: The primary goals of this area closely parallel our Mission Statement (See Section 1).  Foreign languages can best support these goals in two ways:

a. Expansion of current language offerings to include less frequently taught critical languages (See above Academic Excellence).

b. Expansion of Foreign Language participation in Study Abroad. Currently slightly less than half of our majors study abroad. While this is one of the highest rates on campus, it needs to be increased both in the individual and faculty-led contexts. Foreign Languages needs also to expand our efforts to find programs abroad in which majors from across the campus can develop second language proficiency and gain credit for courses that will advance students in their chosen major. There exist programs in Europe, Eastern Europe, Asia, South Africa where linguistic and cultural learning are provided along with coursework delivered in English. The ideal is for students to begin language learning at EIU and then to continue it abroad while at the same time gaining credit for coursework in their home major.

In addition, we will continue development of interdisciplinary faculty-led programming. For example, currently Christiane Eydt-Beebe (German) and Sace Elder (Department of History) are setting plans to expand on their team-taught course entitled The Nazi Past in in German Film (SP2013) and use it as a basis for development of a faculty-led study abroad course with the working title “Sites of Memory.” External funding will be sought for this project through the German Academic Exchange Service (DAAD).

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

1)      Hiring of two new faculty members:

a. French/Italian

b. Spanish/Italian

Given the costs associated with our program compared to the tuition and fees generated by our productivity in terms of SCH generated highlighted in the Comments for Section 6 and 7, the investment in this effort should be minimal.

2) Expanded connections between Foreign Languages, Study Abroad, the School of Business and the other Colleges with the goal being to create academic and integrative learning links between language learning and majors across the curriculum. (See also Academic Excellence)

If needed, provide supplemental comments to help the reader understand future opportunities for the program.