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Spanish Heritage Language Program

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Individual public relations campaign completed by Kelsey Kaufman at the University of Oregon in Spring 2012. Completed under mentorship of Pat Curtin, SOJC Endowed Chair in Public Relations.

Individual public relations campaign completed by Kelsey Kaufman at the University of Oregon in Spring 2012. Completed under mentorship of Pat Curtin, SOJC Endowed Chair in Public Relations.


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  • 1. Spanish Heritage Language Program SPRING 2012 KELSEY KAUFMAN
  • 2. Before I begin… Research completed in Spring 2012 classes SHLP= Spanish Heritage Language Program SNS= Spanish Native Speakers SFL= Spanish Foreign Language Speakers
  • 3. Background Started in Fall 2011 Typical SNS programs vs. UO SHLP University of Oregon 2011 Diversity Profile Outreach strategies No formal coursework or teaching materials
  • 4. Secondary Research Fewer than 25% of all colleges and universities in the United States have both a nonnative speaker Spanish sequence and a separate Spanish-for-native-speaker’s program The University of Texas at Austin FAQ Limitations
  • 5. University of Arizona Fall 2003 Study Intrinsic and extrinsic values  40 % showed intrinsic motivation: “I enjoy it and I want to learn the language”, “I want to become a better Spanish speaker”, and “I want to strengthen my Spanish speaking skills”. Another 40 % of the students indicated extrinsic motivations with answers such as “I need it for my major”, “bilingualism is a great skill to have”, and “more job opportunities”.
  • 6. Primary Research: Qualitative In-depth interviews  Kelley, Alex, Claudia  What is your relationship/role within the program?  Why are you involved with the Spanish Heritage Language Program?  Why do you believe this program is important?  If anything, what would you change about the program?  Do you believe the program should offer class’s exclusive to Spanish heritage students (bilingual/heritage speakers)? Why or why not?  Do you see a gap between SNS (Spanish native speakers) vs. SFL (Spanish foreign speakers) speakers in your class? What do you do to address it?  What courses do you hope to see offered in the future?  What are your goals for the program?
  • 7. Primary Research: Qualitative Participant observation Inclusivity  “Bilingual community” Pedagogical issues in a mixed audience Trained as second language instructors, not as heritage instructors
  • 8. Quantitative Research Survey Please mark clearly. Leave blank any question you prefer not to answer. Q: What is your sex? O Male O Female Q: What is your age? _______ Q: What year in school are you? (Freshman, sophomore, junior, senior, grad) ________ Q: Please specify your ethnicity. O Hispanic or Latino/a O Not Hispanic or Latino/a Q: How much pride do you take in your ethnicity? (1-Not at all, 5-Very much) 1 2 3 4 5 Q: Have you heard of the Spanish Heritage Language Program? O Yes O No Q: What are your reasons for taking this course? (1-Not at all, 5-Very much) O Fulfill major/minor requirements 1 2 3 4 5 O Genuinely interested in course topic (be honest!) 1 2 3 4 5 O My friends are in this class 1 2 3 4 5 O I am familiar with the professor 1 2 3 4 5 O Other (please specify) _____________ Q: Why do you want to learn the Spanish language? (1-Not at all, 5-Very much) O To be bilingual 1 2 3 4 5 O To learn more about other cultures 1 2 3 4 5 O I have family that speaks Spanish in the household 1 2 3 4 5 O I have a Latino/Spanish family history 1 2 3 4 5 O I want to recover my Spanish/Latino heritage 1 2 3 4 5 O Other (please specify) _____________ Q: If anything, what frustrates you about this Spanish course? (1-Not at all, 5-Very much) O The course topic/materials are not relevant to me 1 2 3 4 5 O It’s just a few hours a week 1 2 3 4 5 O My Spanish is more advanced than the teacher 1 2 3 4 5 O My Spanish is more advanced than my classmates 1 2 3 4 5 O The class size is too big 1 2 3 4 5 O I don’t feel comfortable speaking Spanish 1 2 3 4 5 O Other (please specify) ____________
  • 9. Quantitative Research Overall Awareness of SHLP Missing 4% Yes 38% No SPAN 308 58% SPAN 420Missing 4% Awareness Missing Awareness 5% Aware 18% Not Aware 28% Not Aware Aware 67% 78%
  • 10. Quantitative Research 64% female, 35% were male 54% taking the class because it is requirement  52% because they are genuinely interested in the course topics 81 % are learning Spanish to be bilingual  54% they want to learn more about other cultures Spanish in the household  50.9% responded 1-not at all, and 30%.2 Family that speaks Spanish in responded 5-very much. the household 30% 1- Not at all 2 51% 3 4% 4% 4 11%
  • 11. Quantitative Research: Correlations Hispanics take significantly more pride (M= 4.70) in their ethnicity than do non-Hispanics (M= 3.00; p=.000). People who take pride in their ethnicity  Have family that speaks Spanish in the household (R=.506; p=.000)  Have Latino/Spanish family history (R=.591,; p=.000)  Want to recover their Spanish/Latino heritage(R=.561; p=.000)
  • 12. Quantitative Research: Correlations People who have family that speaks Spanish in the household (R= .308; p= .026) and want to recover their Spanish/Latino heritage (R= .326; p= .020) are significantly more likely to have friends in the class Final question:  Overall satisfaction with course  However, few that felt frustrated with course topics also….  Significantly more likely to have Latino/Spanish family history (R=.325; p=.018) and want to recover their Spanish/Latino heritage (R=.306; p=.027). These people also felt their Spanish was more advanced than that of their classmates. (R=.370; p=.006).
  • 13. Quantitative Research: Correlations People who felt their Spanish was more advanced than their teacher were significantly more likely to have family that speaks Spanish in the household (R=.319; p=.020), have Latino/Spanish family history (R=.312; p=.023), and want to recover their Spanish/Latino heritage (R=.277; p=.047). People who felt their Spanish was more advanced than their classmates were significantly more likely to have these demographic traits as well (R=.384; p=.0005; R=.376; p=.006; R=.418; p=.002).
  • 14. Summary of Findings Inclusive Name of program Observational research in SPAN 420  Brochure Question of being “more advanced” Interested in course topics  But also see SPAN 308 & SPAN 420 as course requirement  Intrinsic, extrinsic values
  • 15. Situation Analysis Oregon’s demographic reality: SHLP is first step First year Increasing awareness
  • 16. Core Opportunity + Goal To convey accurate and appropriate information of the inclusivity of the SHLP program to Hispanic and non- Hispanic students at the University of Oregon and increase enrollment in SHLP courses. To create a clearer identity of the SHLP program and increase awareness among both Latino/a and Non- Hispanic student audience.
  • 17. Target Audience: Latino/a college students at the UO Primary Message:  The SHLP program is an inclusive environment that offers Hispanic students the opportunity to explore their Spanish cultural background. Objective 1: To increase awareness of SHLP among current Latino/a students by 20 percent by September 2012.  Name recognition, showcase diversity  Tactics: Brochure re-design, FAQ, video
  • 18. Target Audience: Latino/a college students at the UO Objective 2: To increase awareness of the SHLP program among Latino/a incoming freshman by 20 percent by September 2012.  IntroDUCKtion, Week of Welcome 2012
  • 19. Secondary Audience: UO undergrads in RL Dept. Primary message:  The SHLP is inclusive and available to students from all different backgrounds. (Not limited to SNS students.) Objective 3: To increase awareness of the SHLP program among non- Hispanic incoming freshman by 20 percent by September 2012.  IntroDUCKtion, Week of Welcome 2012 Objective 4: To increase awareness of SHLP program among current Romance Language department major and minors by 20 percent by September 2012.
  • 20. Intervening Audience: UO Academic Advising Primary message:  Claudia Holguin is the head coordinator of the SHLP program that started in Fall 2011. Objective 5: To participate in at least three registrar and advising events during summer 2012.  Presentation for advising office  SHLP brochure
  • 21. Original Brochure
  • 22. Re-designed Brochure
  • 23. Re-designed Brochure
  • 24. Calendar 1-Mar 1-Jun 1-Jul 1-Aug 1-Sep 1-OctLatino/a college students at the UO Objective 1 To create name recognition and stress the Hispanic background of SHLP Head Coordinator Claudia Holguin and her key instructors to create a sense of connection among Latino/a students.Tactic (1) Re-design SHLP brochure X Contact RL Dept. to include SHLP onTactic (2) Facebook & Twitter pages XXX XXX XXX XXX XXX XXX Create 3-minute video for RL Dept.Tactic (3) website X Through testimonials and visuals, showcase diversity in the SHLP to create an inclusive atmosphere.Tactic (1) Create FAQ for RL Dept. website X Invite Hispanic students groups toTactic (2) attend SHLP classes in Fall 2012 XXX Objective 2 To make information of the SHLP readily accessible in a variety of formats. Create written literature with fullTactic (1) course descriptions XXXTactic (2) Booth at IntroDUCKtion sessions X XXX XTactic (3) Booth at Week of Welcome 2012 XXX
  • 25. Budget Detail Cost Discount Final CostObjective 1 Re-design SHLP New graphics/photos 0.00 Free service 0.00 Brochure from Kelsey Kaufman New layout/ brochure 0.00 Free from 0.00 design Design + Editing services Print 400 brochures from 360.00 360.00 UO Design + Editing Services 3-minute video on RL 0.00 Free service 0.00 website from RL dept. FAQ on RL website Create Spanish Heritage 0.00 0.00 student FAQObjective 2 Week of Welcome + 400 SHLP brochures 360.00 360.00 IntroDUCKtion booth Booth decorations 12.50 12.50 (tablecloth, banner) Student + Current 0.00 Volunteer 0.00 instructor volunteers to hours work at boothInformation packets for 50 SHLP brochures to be 45.00 45.00 advisors included in Spanish dept. packetsObjective 3 Written literature of 500 single-page black & 40.00 40.00 SHLP for orientation white with course events descriptionsObjective 4 FAQ on RL website 0.00 0.00 SHLP brochures for Print 50 SHLP brochures 45.00 45.00 KelleyObjective 5 5-minute presentation Poster board + board 22.50 22.50 to advising office materials Create PowerPoint Free service 0.00 Slideshow from Kelsey Kaufman 500 of Claudia’s business 90.51 90.51
  • 26. Communication Confirmation Table (CCT) Key Public Self-Interests Primary Secondary Messages Influentials Message 1) The SHLP offers bilingual General Advisors; Testing Primary Recover family 1) The SHLP opportunities. Center staff; RL -- heritage; Spanish program is an 2) The SHLP Head Coordinator is Claudia Department Advisors; Latino/a speakers in inclusive Holguin, who has a Ph.D. in Linguistics Family; Friends; current college household; improve environment and a Hispanic background. Spanish instructors. students at grammar and that offers 3) Some instructors within the SHLP are the written Spanish Hispanic Latino, or have Latino background. University of abilities; relevant students the 4) The SHLP allows students to explore Oregon course topics; opportunity to topics related to their own cultural familiarity with explore their history. professors. Spanish cultural 5) The SHLP program is a Spanglish- background. friendly environment. Objective Strategy Tactics 1) Raise awareness among 1A) To create name recognition & cultural 1A) -Re-design SHLP brochure current Latino/a students by familiarity of SHLP Head Coordinator Claudia -Include SHLP on RL Twitter and Facebook pages -Create 3-minute video for RL Department website 20%. Holguin and her instructors among Latino/a students. 1B) -Current and/or former student testimonial in SHLP brochure. 1B) Showcase SHLP diversity through -Take pictures in SHLP classroom. testimonials and videos. -Invite Latino student groups to attend SHLP classes -Create FAQ on RL department website 2) Raise awareness among 2) To make information of SHLP readily 2) Booth at IntroDUCKtion interest session day two. Latino/a incoming freshman available. -Be involved with Week of Welcome 2012 by 20%. -Summer advisor training. -Create literature for academic advising packets
  • 27. Evaluation Random survey Compare enrollment in SHLP courses
  • 28. Final thoughts Overall awareness Name recognition Future internships beyond PLE  UOSJC Cohesive message in all SHLP classes
  • 29. Thank you! Q&A? Feedback?  kaufman@uoregon.edu