The table below maps the Program Outcomes for the B.A. in Spanish, Adolescence Education: Spanish to the College's GLOBE Baccalaureate Outcomes.
Program: BA in ADOL ED Spanish Program Outcome 1 Program Outcome 2 Program Outcome 3 Program Outcome 4 Program Outcome 5 Program Outcome 6 Language Proficiency: Interpersonal, Interpretive, and Presentational: Candidates possess a high level of proficiency in the target languages they will teach...They speak in the interpersonal mode of communication at a minimum level of "Advanced Low" on the ACTFL Oral Proficiency Interview...They interpret oral, printed and video texts by demonstrating both literal and figurative or symbolic comprehension...They present oral and written information to audiences of listeners or readers, using language at a minimum level of "Advanced Low" or "Intermediate High" according to the target language being used... Cultures, Linguistics, Literatures and Concepts from Other Disciplines: Candidates demonstrate understanding of the multiple content areas that comprise the field of foreign language studies. They demonstrate understanding of the interrelatedness of perspectives, products, and practices in the target cultures. Candidates know the linguistic elements of the target language system, and they recognize the changing nature of language. Candidates identify distinctive viewpoints in the literary texts, films, art works, and documents from a range of disciplines accessible to them only through the target language. Language Acquisition Theories and Knowledge of Students and Their Needs: Candidates demonstrate an understanding of the principles of language acquisition and use this knowledge to create linguistically and culturally rich learning environment. They demonstrate an understanding of child and adolescent development, the context of instruction and their students' backgrounds, skills and learning profiles in order to create a supportive learning environment that meets individual students’ needs. Integration of Standards in Planning, Classroom Practice and Use of Instructional Resources: Candidates understand and use the national Standards for Foreign Language Learning in the 21st Century, and their state standards to make instructional decisions. Candidates demonstrate an understanding of the standards and integrate them into their curricular planning. They design instructional practices and classroom experiences that address these standards. Candidates use the principles embedded in the standards to select and integrate authentic materials and technology, as well as to adapt and create materials, to support communication in their classrooms. Assessment of Languages and Cultures - Impact on Student Learning: Candidates design ongoing assessments using a variety of asessment models to show evidence of P-12 students' ability to communicate in the instructed language in interpretive, interpersonal, and presentational modes; and to express understanding of cultural and literary products, practices, and perspectives of the instructed language. Candidates reflect on results of assessments, adjust instruction, and communicate results to stakeholders. Professional Development, Advocacy and Ethics: Candidates engage in ongoing professional development opportunities that strengthen their own linguistic, cultural and pedagogical competence and promote reflection on practice. Candidates articulate the role and value of languages and cultures in preparing all students to interact successful in the global community of the 21st century. They understand the importance of collaboration to advocate for the learning of languages and cultures. Candidates understand and explain the opportunities and responsibilities inherent in being a professional language educator and are committed to equitable and ethical interactions with all stakeholders. GLOBE Outcomes https://www.geneseo.edu/provost/globe-geneseo-learning-outcomes-baccalaureate-education Broad Knowledge: To develop broad knowledge of Physical and Life Sciences; Behavioral and Social Sciences; Arts, Languages, and Humanities. X X Specialized Knowledge: To develop deep understanding of a body of specialized knowledge. X X X X Critical Thinking: To formulate questions or frame issues in ways that permit examination or investigation; to explicate and evaluate the assumptions underlying the claims of self and others; to establish and pursue systematic and valid methods for collecting and evaluating relevant evidence; to draw soundly reasoned and appropriately limited conclusions on the basis of evidence; to relate conclusions to a larger body of knowledge. X X X X X X Communication: To demonstrate proficiency in English and skill in another spoken language; to compose written texts that effectively inform or persuade, following Standard English conventions and practices of academic disciplines; to engage in discussion, debate, and public speaking in a manner suitable to the listener(s) and the discourse; to be mindful of the interplay between rhetorical style and purpose. X X X X X X Quantitative, Computational, and Symbolic Reasoning: To construct and interpret mathematical, computational, or symbolic depictions of information (e.g., equations, algorithms, graphs, diagrams); to generate accurate calculations or plausible estimates; to draw valid conclusions from quantitative evidence or computational or symbolic results; to clearly communicate the conclusions drawn from quantitative, computational, or symbolic analysis. X Informational and Digital Literacy: To work in informati on-rich and digital environments; to identify when information and data are needed to support claims; to search effectively and efficiently for relevant information, evidence, and data; to evaluate the credibility of information obtained; to share and cite information and ideas that inspire or support one's own work responsibly and ethically, respecting privacy and intellectual property rights; to use digital tools to create, communicate, and collect information for the benefit of others. X X X Creativity and Creative Thinking: To produce scholarly or artistic work, independently or collaboratively, that makes inventive connections among existing forms and ideas; to engage divergent or contradictory perspectives; to transform existing ideas or solutions into new forms; to understand and articulate the relationship between individual creative work and wider contexts; to practice techniques for presenting and performing creative work. X X X X Leadership and Collaboration: To engage others in developing collaborative solutions; to experiment, take risks, and learn from mistakes; to enable, encourage, and recognize contributions to collaborative efforts by all group members; to manage and share work fairly and respectfully; to envision, promote, consider, and respond to diverse viewpoints. X X X X Diversity and Pluralism: To work effectively in a pluralistic society, recognizing and respecting diverse identities, beliefs, backgrounds, and life choices; to practice effective communication and collaboration across diverse communities and organizations; to critically reflect on the reasoning and impact of one's personal beliefs and actions. X X X X X X Global Awareness and Engagement: To situate individual and community experiences in multiple historical contexts, global systems, and power relations; to assess interconnections among local and global systems; to apply global perspectives in addressing challenges and solving problems. X X X Integrative and Applied Learning Geneseo's mission underscores an institutional commitment to "transformational learning experiences" and "a rich co-curricular life." Integrative learning fosters the ability to connect and combine knowledge and skills acquired through the curriculum and the co-curriculum to new complex situations within and beyond the college and to foster reflection on the ways that such knowledge is utilized. Such learning develops through such high-impact practices as international experiences, service and community-based learning, intensive research activities, internships, advocacy, learning communities, and capstone courses and projects. A. Integrative Inquiry: To ask meaningful questions connecting personal experiences to academic study and co-curricular life; to synthesize multiple bodies of knowledge to address real-world problems and issues. X X X X X B. Application and Transfer: To adapt and apply skills, theories, and methods gained in one or more domains to new situations. X X X X X C. Reflection: To reflect upon changes in learning and outlook over time; to make personal, professional, and civic plans based on that self-reflection. X X X X X X
Last updated: 01 September 2019