AGMUS Ventures Position Paper version DEC 2005

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AGMUS Position Paper on Dual Language
2003 AGMUS Ventures. All rights reserved.
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AGMUS Ventures
Metro Orlando University Center
Orlando, Florida
Position Paper: Discipline-Based Dual
Language Immersion
AGMUS Ventures and Accelerated Language Learning Position Paper
Prepared by Carmen L. Lamboy
Presented To:
AGMUS Ventures
July 15, 2003

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Discipline-Based Dual Language
Immersion
AGMUS Ventures and Accelerated Language Learning Position Paper
Introduction
Market feasibility studies have confirmed that Central Florida, anchored by the
Greater Orlando area along the I-4 technology corridor, has the most promise for a market-
efficient entry of a School of Professional Studies of Ana G. Mendez University System
(AGMUS). This School would be established to offer accelerated post-secondary education.
This center also would be characterized for its disciplined-based dual language immersion
model. This paper will focus on the describing this bilingual model.
AGMUS Discipline-Based Dual Language Immersion Model
Based on the literature, AGMUS proposes to create and develop what has been called
a discipline-based dual language immersion model. This model is based on the literature
available on additive bilingualism; specifically regarding dual-language immersion programs.
It is also based on the needs as found in the market research and focal student discussion
groups. This program’s goal is to develop dual language proficiency in the students’ area of
study, so that they may carry it over into their professional lives. This paper will discuss
both the literature and results of market studies that provide the basis for the development
of this new bilingual model.
Needs for Discipline-based dual language immersion model
The Corporate World. Nine corporations were interviewed. These corporations
represented the following areas: tourism/hospitality, health services, technology, business
administration, technology, and education.
Interviewees were provided detailed descriptions of the nature of the program that
the AGMUS is planning to offer. AGMUS is bringing its adult accelerated degree offerings to

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Orlando to primarily serve the working Hispanic adult market. One of the goals of the
program is to insure that graduates become truly bilingual.
In every case, the corporate responses to the projected program were positive and
enthusiastic. It appears that there is a strong recognition of the growing proportions and
influential role of Hispanics in the city; correspondingly, corporate officers actively support
educational growth opportunities for this significant population.
The project’s goal of focusing on the Hispanic workforce was strongly supported.
Also interviewees resonated strongly to the bilingual outcomes and objectives of the
program. All interviewees pointed out that English language deficiencies – particularly
bilingual deficiencies in areas of professional training -- were holding back the advancement
of many Hispanics in their organizations. To produce Hispanic graduates who have truly
comprehensive bilingual skills was seen as a real contribution to the workforce.
The Students’ Perspective. The subjects of the focus group were divided into four
groups of 7-10 participants each, in the 24-49 age group, male and female presumably,
who have attempted at least 24 college credits but did not earn a college degree. Groups
were broken down by: Puerto Rican (2 groups), other Hispanic (1), and non-Hispanic (1).
No indication of language competence in English or Spanish was specified, so based on their
responses to other questions, the Hispanics' English may or may not have been fluent; the
non-Hispanics probably did not know Spanish.
The goals of the study were to determine potential students' educational desires, and
which elements of the proposed program are found favorable and which are not. Many of
the issues revealed in the data, such as cost of tuition or non-traditional meeting times, do
not have any bearing on language used or bilingual application. Those items from the focus
group that did possibly involve language are summarized below. Subjects stated what they
wanted was:
1. Language support in terms of bilingual instructors.

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2. An exciting, innovative, dynamic approach, with small groups
3. Job relevance in terms of instructors who have been in the field and curriculum that
is applicable to the job.
4. Internet, online capabilities: It was not clearly spelled out in the study whether this
meant that the courses would include information online, hosted by the school, or if
the school had online workstations that the student could use. Assuming the former,
online information should meet the bilingual requirements of the curriculum. This is
not to say that the web pages should have side-by-side translations in English and
Spanish, but online language help should be available to the student. This may
involve, for example, links to online dictionaries.
For some Spanish-speaking participants the lack of English competence had prevented
them from succeeding academically in past attempts.
As to why they wanted to pursue a degree, some Hispanics had the experience that they
had to prove (more so than non-Hispanics) that they were capable of doing a job. This may
have to do with overcoming prejudiced attitudes, but it may have to do with their command
of English, either in correctness or proper business use.
Teaching language preference: On the topic of a bilingual approach, the English-
speaking group perceived some benefit related to the possibility of acquiring another
language that could help in the work-place. The Spanish-speaking groups made a strong
pitch for having teachers with bilingual capabilities.
The Need in Florida. A joint project of the University of Florida, the University of
Miami and the Florida Department of Education, shows that Florida Hispanics who are fluent
in Spanish and English earn significantly higher incomes and are less likely to live in poverty
than those who speak only English.
It found that, for Hispanics, being bilingual offers advantages throughout the state,
from the Panhandle to the Keys. In Miami, where the advantages were particularly

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pronounced, the study found that fully bilingual Hispanics earn nearly $7,000 per year more
than their English-only counterparts.
The lack of public education in bilingualism means that corporations cannot find
enough fully proficient bilingual employees. As a result, business organizations such as the
Greater Miami Chamber of Commerce have recently launched work force initiatives to try to
add to the supply of bilingual employees.
Validity of the Need
Bilingualism. What is bilingualism? What does it entail? Pert (n.d.) defines
bilingualism as being exposed to more than one language and being able to understand
and/or speak the languages sequentially and simultaneously. There needs to be a dimension
of communicative demand and the person needs to be in a situation where both languages
are continually needed for effective living (Duncan, 1989).
When people hear the term bilingual many envision an individual who speaks two
languages flawlessly. For them somebody who is 'truly' bilingual is equal to two native
speakers in one. They imagine that such a person can comprehend, converse, read, and
write in two languages at the highest degrees. For other people, the word bilingual means
something fairly different. When recently arrived immigrant children entering U.S. schools
are described as 'bilingual children,' the term is often used as a euphemism for 'poor' and
'uneducated'. In this case, newly arrived immigrant children do not yet function in two
languages. They are monolingual speakers of their first language and not bilingual at all.
The term bilingual here is used to convey a very different set of meanings from what
linguists intend (Valdes, n.d.).
Defining bilingualism has engaged linguists and researchers for many years. Some
prefer and argue that only a person who is close to two monolinguals in one should be
considered bilingual. On the other hand recent definitions bilingualism is viewed as a
human condition that makes it possible for someone to function, at some level, in more

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than one language. From this perspective bilingualism can measured in a continuum.
Bilingual individuals may display varying proficiencies in comprehension and/or speaking
depending on the area of experience in which they are called upon to utilize their two
languages (Valdes, n.d., Rosenberg, 1996).
Bilingual Education. Bilingual education programs for non-native English speakers
have been in action in the United States for thirty years. The Lau vs. Nichols Supreme Court
decision in 1973 guaranteed non-native English speaking students equal access to education
through the Lau remedies, one of which was bilingual education, for school districts. Several
programs were created and can be classified in one of two categories: Subtractive
Bilingualism or Additive Bilingualism Programs.
Subtractive Bilingualism programs are those where learning a second language
interferes with the learning of the first language. The second language replaces the first
language. An example of subtractive bilingualism would be Transitional- Instruction in the
student's native language along with intensive English (ESL) instruction. When students
have gained proficiency in English, they enter English only classrooms.
When bilingual education started districts responded by providing transitional
bilingual or English as a second language (ESL) programs.
Transitional bilingual programs view students who have another language as a
"problem" (Westchester Institute for Human Services Research, n.d., Stephens, n.d., Mora,
Wink & Wink, 2001). The perceived solution is to transition them into English as soon as
possible. This transition period is usually three years or less. Students are taught subject
matter in their native language while they are learning English. Emphasis is on transitioning
into English, not maintaining the native language. When the child has learned enough
English, he or she is mainstreamed into the regular classroom, and native language
instruction is stopped. This goes against what adults are facing in the global community and
market place. More and more the workplace needs people with more language skills; partly

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due to the influx of immigrants to the United States, but also partly due to the fact that
global economy has pushed corporations, industry and business to seek outside markets
(Westchester Institute for Human Services Research, n.d.). Having more than one set of
language skills gives a person a competitive edge when seeking employment or interacting
in the global market. Being able to interact in a multicultural society enriches one's life with
purpose and meaning. This article discusses the discipline-based dual language bilingual
program and the value of maintaining or developing more than one language.
Transitional bilingual programs can put students at risk when the transition process
disrupts the acquisition of academic language development process that requires five to
seven years (Cummins, 1981). Little emphasis is placed on valuing the native language and
culture; consequently, the child's self-concept is destabilized. This accelerated approach
provides an inadequate foundation on which to construct academic achievement for most
Limited English Proficient (LEP) students. This type of instruction is compensatory in
essence and strengthens the attitude that students are undeserving in the way they are.
This model is commonly found in children who immigrate to a foreign country when
they are young. Cultural alienation and uncertainty often result (Valdes, n.d.).
Shoebottom (2001) states that “We should do everything we can to demonstrate to
non-native English students that their cultures and languages are equally as valid and
valued as the Anglo-American culture and English language that inevitably dominates . . .
school life. Teachers and departments should explore every possibility to incorporate the
different cultural backgrounds of . . . students into their daily teaching and curricula.” (p. 1)
For example in her research paper Patterns of Acculturation and High School
Performance, Margaret Gibson (UCSC) states, “Ethnographic research indicates that
substantial numbers of minority students, including students of Mexican descent, view
school as the enemy because it pressures them to conform to the dominant culture and to
reject their parents’ values and beliefs. Pressures to conform culturally contribute to

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immigrant children’s difficulty in school and, in some cases, may lead students to resist
teacher authority and to drop out of school.” (p. 1)
Additive bilingualism programs are those where the learning a second language does
not interfere with the learning of the first language. Both languages are developed. The
second language may be learned either during or after primary language development. This
can be contrasted to subtractive bilingualism.
An example of additive bilingualism is called dual language bilingual education. It
has developed as a valid bilingual educational model all through the United States. Dual
language bilingual education is also recognized as bilingual immersion, two-way immersion,
dual language instruction and developmental bilingual education. In these programs,
students receive their classes in English and another language (Sosa, 1993). All students
develop proficiency in both languages. The most common targeted language is Spanish,
however some dual language programs support teaching through other languages as well
(Collier, 1994).
Dual language bilingual programs develop social and academic language.
The LEP student benefits from the opportunity to learn through his or her native language
as well as through English (Krashen, 1991; Sosa, 1993). Native English speakers acquire a
second language as they are taught academic content in an immersion environment
(Genesee, 1987; Harley, et al., 1990).
All students add another language and culture. This additive setting also augments
students' self-esteem and permits for cross-cultural understanding (Christian, 1994,
Westchester Institute for Human Services and Research, n.d., Stephens, n.d., Mora, et. al.,
2001). The aim of dual language bilingual programs is to produce fully bilingual individuals
notwithstanding participants’ ethnic or cultural background.
Dual language bilingual programs can present the two languages in different ways,
and to that extent there are several ways the languages are allocated. The languages may

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be allocated by content (e.g., social studies and mathematics are taught in Spanish while
science and the arts are taught in English); by teacher (e.g., one teacher uses only Spanish
and another teacher uses only English); or by day (e.g., instruction is given in a certain
language on alternate days) (Gonzales, 1995).
Dual language bilingual programs also allow for different language development
models. In the "50/50" model, students receive instruction for equal amounts of
time in each language. In the "90/10" model, 90 percent of the instruction is in the target
language, 10 percent is in English during the early grades, and instruction gradually moves
toward "50/50" in the upper grades. Some programs never separate the students by
language group, while others provide specific second language instruction to separate
language groups every day. (Rennie, 1993, Center for Applied Linguistics, 1997)
The curriculum in dual language bilingual programs is content based with a focus
on developing strong academic achievement in both languages. Teachers most often use
thematic units, experimental or hands-on activities, peer interaction or cooperative learning,
whole language approaches (e.g., from the whole to the parts) and second language
strategies (e.g., graphic organizers, visuals and realia, discussions) (Gonzales, 1994).
Dual language bilingual programs are effective in teaching two languages to different
groups of students and in developing academic competence in all of the students.
Lindholm and Gavlek (1994) found that student achievement on several standardized tests
demonstrated academic progress as well as fluency in both languages. Collier (1994) found
that Hispanic students in five urban districts with dual language programs experienced more
long-term educational gains than did students in other transitional bilingual or ESL
programs. Christian (1994) points out that cross-cultural interaction in dual language
programs enhances the acquisition of the second language and builds a mutual respect
among the students.

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All currently known dual language bilingual programs in the United States
are at the elementary level and engage students for only four to six years. There is
no continued development of bilingualism into the secondary level. This is
unfortunate because the competition these students will face in our global society
will require bilingual or multilingual skills.
If we desire to develop citizens that can compete in the economy and the market
place, we must value the linguistic diversity that students bring to the school and enhance
the students' native language, teach them English as a second language, and encourage
them to learn other languages as well.
The model is based on the learner and the type of bilingualism the learner is
pursuing. Additive bilingualism will not replace the primary language, nor will it affect the
primary culture of the student. It often applies to those seeking a second language for some
functional purpose such as business or political expediency, rather than from a desire to
become a part of another culture. For the teacher, this will dictate what is taught, and the
context in which it is taught. The simultaneous character of development must be apparent
in both languages. This is different from speaking one language and then acquiring the
second one. Dual Language/Two Way- Instruction in English and another language for both
native speakers of English and speakers of another language. The goal is for all students to
become bilingual and literate in two languages.
Adult Learning and Dual Language Bilingual Immersion: Are there any
Similarities? Are they Complementary?
It is important to point out that dual language programs have no antecedents or
precedents in higher education, yet research on adult learning and language learning,
present several similarities that can be addressed with the dual language immersion model.
Adult Learning Theory - Andragogy – Malcolm Knowles. Knowles' theory of
andragogy was developed in an effort to develop a theory specifically directed to describe

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adult learning. Andragogy emphasizes that adults are self-directed and expect to take
responsibility for decisions.
Andragogy makes the following assumptions about the design of learning: (a) Adults
need to know why they need to learn something (b) Adults need to learn experientially, (c)
Adults approach learning as problem-solving, and (d) Adults learn best when the topic is of
immediate value (Carlson, 1989).
Andragogy means that instruction for adults needs to center more on the process
and not as much on the content being taught. Strategies such as case studies, role playing,
simulations, and self-evaluation are very useful. Instructors adopt a role of facilitator or
resource rather than lecturer or grader (Smith, 2002).
In general the principles in andragogy are four: a) Adults require to be involved in
the planning and assessment of their education; b) Experience (including mistakes) offers
the foundation for learning activities; c) Adults are mainly interested in learning
subjects that encompass direct significance to their job or personal life; and d)
Adult learning is problem-centered rather than content-oriented (Knowles, 1980; Knowles,
Elwood, Holton, & Swanson, 1998).
Similarities between Andragogy and the proposed model. The dual language
curriculum is content based and focuses on the development of strong academic
achievement in both languages. Because students learn content through a language
they do not speak natively, techniques that make instruction more comprehensible are
preferred. The strategies teachers use most often include experiential or hands-on
activities, thematic units, peer interaction, multiple cues that give students additional
chances to master concepts (e.g., a graphic representation such as a semantic web followed
by discussion or direct experience on a field trip), and whole language approaches.
On the other hand, the SPS bases their learning paradigm in adult learning, theory
and research, which stresses the importance of providing opportunities for learners to

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work together (Lieb, 1991). Learning should be focused on understanding rather than
producing language, and reducing the focus on error correction can build learners' self-
confidence and promote language learning (Rogers, 1989). Teachers should emphasize the
positive--focus on the good progress learners are making and provide opportunities for
them to be successful. This success can then be reinforced with more of the same. (Lieb,
1991) As the Program Description for SPS adult program mentions: “The courses are
offered in a professional, interactive, and dynamic environment in specifically prepared
classrooms.” This paradigm echoes several researchers’ view that adult students should feel
challenged as well as safe in the classroom environment (Cranton, 1989, Rogers, 1989,
Vella, 1994).
Older adults studying a foreign language are usually learning it for a specific
purpose: to be more effective professionally, to be able to survive in an anticipated
foreign situation, or for other instrumental reasons (Knowles, 1980). They are not
willing to tolerate boring or irrelevant content, or lessons that stress the learning of
grammar rules out of context. Adult learners need materials designed to present
structures and vocabulary that will be of immediate use to them, in a context
which reflects the situations and functions they will encounter when using the
new language. Materials and activities that do not incorporate real life experiences
will succeed with few older learners. (Lieb, 1991)
These characteristics, creates a complementary relationship between the proposed
dual language model and the research-based model for adult learning.
Addressing the need
The dual language model that AGMUS Ventures is proposing will address several of
the needs. It expects to achieve several goals. First, and foremost, it will be targeting the
specific need for providing continued development of bilingualism throughout their career
development so that they may have the language skills needed to compete in a global

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society. Secondly, it will address the development of social and academic language by
providing students to learn through both their first and second language as they develop
skills in understanding different cultures. Third, by providing equal amount of instruction in
both languages (50/50), AGMUS Ventures will be providing the job market with bilingually
competitive individuals that can respond to the needs of their employers and the growing
global market economy. The fact that language learning will be based on the real-life
context, which distinguishes SPS Program from traditional programs, as well as being based
on content, will stimulate language learning. Finally, it intends to be the first of its kind, by
establishing the first dual language disciplined based bilingual program in higher education.
The Program’s Uniqueness
The program offers the same bachelors and masters degree as offered in the
traditional UNE, UMET and UT programs. All courses have the same objectives and
requirements. However, all students enrolled in the program receive a module or study
guide a week or two in advance that explains the objectives and work to be done each
week. The faculty is rigorously selected and trained to work with adult students and use the
materials provided to them. The modules are also provided to the faculty. The modules
contain the information about the assignments, topics, objectives, and most importantly
offer teachers and students a spring board into the possible learning activities that can be
carried out. Each module serves as a content and study-planning guide that complements
(not substitutes) course materials and textbooks. The modules divide the course into
weekly workshops with their own specific objectives and recommended activities to meet
the objectives. Modules are prepared by program faculty that has received a specialized
training on module development. In order to prepare modules, faculty must be certified as
Module Developer.
Modules for the accelerated dual language discipline based models will also
determine the percentages of English and Spanish used each week, reflecting the 50/50

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model. All modules will be presented with the bilingual format proposed, except English and
Spanish Courses that will be entirely in the corresponding language.
Each lesson within a module will contain specifics about the instrumental language to
be used. This can be controlled, for example, by specifically listing reading for a specific
week in English, while assignments and/or student presentations are required in Spanish.
Also the inclusion of a possible template may aid the teacher in controlling for the
right amount of both languages. A sample template follows:
Generic Sample Template
Week Assignments Electronic Links Readings In-Class Student-
Centered Activities
In Class
Teacher-
Directed
Activities
1 English English English English English
2 Spanish Spanish Spanish Spanish Spanish
Template can reflect specific activities and/or types of assignments. For example, a
template in a course may have as a column header “Cooperative Learning Activities” or
“Student Oral Presentations”
Week Written
Assignments
Oral Presentation Cooperative
Group Activities
Lecturettes
1 Spanish Spanish Spanish Spanish
2 English English English English
These are just samples, and they may be as specific or as general as the Module
Creator deems necessary.
Project Activities and Details

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This section intends to discuss the tasks, projects and/or activities that need to be
addressed for this dual language program to be successful. According to Matthews, (2003),
one of the first and foremost activities is that the center must have a clear mission where
the bilingual component is incorporated. This mission statement should clearly state the
institution’s commitment and perception of bilingualism. This paper intends to create the
specific vision of this center towards bilingualism.
The administrative structure has been defined in the center’s licensing procedures
and among the most relevant is that all personnel is bilingual in English and Spanish.
A placement test will be used in both English and Spanish. These tests will be used
not only to identify students’ threshold of each language, but also to place them in
appropriate English and Spanish courses. Students who do not meet the requirements of
one of the languages may then enroll in a language immersion course that will help them
attain the desired level of proficiency in a language. Students will re-take the test and if
they met the proficiency levels, they may start the program.
As mentioned above, tests will be used for placement in the appropriate language
course according to their scores. Various language courses will be offered, among them
courses that have a conversational approach as well as courses that focus on reading and
writing, be it in the academic world or the business world. Language courses will be offered
in regards to the students’ level of proficiency and professional path selected. The bilingual
nature of courses complements a curriculum with a strong language component. Students
will be required to approve a minimum of 24 credits in languages: 12 in Spanish and 12 in
English.
Content courses (not language courses) will be taught in the proposed one-way
bilingual format. Courses will include texts, references and links in both languages and
students will be engaged in classroom activities in both languages. The modules developed
will allow the students to be exposed and to facilitate their use of both languages in order to

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promote the development of bilingual professionals. Students and instructors follow the
module and may make modifications to each area as needed, keeping the 50/50 balance.
Course modules will all be designed according to the bilingual model described in this paper.
In the short term plans, as Matthews (2003) mentioned there is a great need for a
Second Language Center (SLC) aiming at providing students with the means to improve
their proficiency in their second language in order to reach the desired level of bilingualism”
(p. 1) Among the functions of the SLC would be to offer the preparatory courses for
students who do not meet the language requirements to enroll in a degree granting
program. It would also offer non-credit language course, be it advanced, intensive or
developmental. The SLC could also provide courses for staff members.
The center may begin with a multimedia center offering self-teaching material (audio
and video materials, CD-ROMs, and Internet sources). Staffing of the SLC will be bilingual
personnel. Blackboard Course Management System is being explored to possibly serve as a
platform from which students can consistently access language resources.
Outcomes
Dual Language Immersion bilingual education can be an effective model for teaching
academic subjects, for teaching other languages to English-speaking students, for teaching
English to students from other language backgrounds, and for fostering positive cross-
cultural attitudes and self-esteem among students. (Brisk, Minaya-Rowe, & Torres-Guzman,
2002; Kerper-Mora, 2002; Robledo-Montecel & Danini-Cortez, 2002; Kirk-Senesac, 2002)
AGMUS Ventures understands that the success of this model will serve the
community and the world by helping citizens develop into proficient dual language
professionals that can use the languages both academically and professionally.
Due to the fact that programs do not exist at the higher-education level, and
research findings, even at the K-12 level, show a wide variation, we can only speculate on
the consequences or outcomes of AGMUS decision for this model. By selecting a 50/50

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model and distributing this percentage by a time-based distribution; providing equal time to
both languages in all courses AGMUS intends to achieve high levels of proficiency in both
languages. The results and processes will be used to create a database of new information
on bilingual programs and educational design. The program will also open the opportunity
for research and implementation of innovative teaching strategies for bilingual education.
Results will help the institution grow and develop while enhancing their course and
program offerings. The center’s goal is to develop the academic, professional and language
skills of the students to be able to compete in the job market.
Evaluation
In relation to the discipline based dual-language immersion project, program
evaluation will focus on the language acquisition of the students in their field of study.
From an educational perspective, language acquisition and proficiency in both English and
Spanish are critical to measure. A placement test will be administered to all prospective
students. The placement test will be utilized for three purposes. First, the placement tests
will be utilized to place students in the appropriate language level. Second, it will also
identify students who require certain developmental studies in language while enrolled in a
degree program. Finally, it will identify students who do not possess an adequate threshold
in the language and they may be able to enroll in a full-immersion language course. A pre
and posttest design will be used, by utilizing the same placement tests. The posttests will
be carried out on annual schedule dating from the enrollment of the student, with the final
posttest being administered within the semester the student graduates.
Beginning in the second year, performance outcome measures in selected content
areas will be assessed. A pre/posttest design will be used with selected courses for which
the content can be validly calibrated into gain scores such as Accounting, Introductory
Psychology, or Business Law. For the other selected courses a posttest-only design will be

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used. Courses will be selected on the basis of enrollment with those courses offering the
largest sample sizes being prime candidates for research consideration.
The ongoing research design will be based on the triangulation model employed in
the five year Accelerated Learning Research Project conducted at the Center for the Study
of Accelerated Learning at Regis University (Wlodkowski, Gonzales, & Mauldin, 2002). This
model provides information about 1) current students’ perceptions of instructional
effectiveness in accelerated courses, 2) alumni perceptions of the effectiveness and value of
their accelerated courses, and 3) current students attainment of the major learning
objectives of accelerated courses. Assessments in this research model include attitudinal
surveys and summative performance measures.
Surveys will be administered to students in the program on an annual basis to
identify employment and income gains. In addition, follow-up surveys of this type will be
conducted with graduates of the program on a bi-annual schedule.
Another variable that will be assessed is retention and degree completion. A
enrollment analysis and data base will be created to map (by term) the number of students
who “stop out,” permanently leave the program, remain continuously enrolled, and
graduate.
Demographic, needs and proficiency level information will be collected during the
start-up phase of the project. Certain things can be tracked according to course (student
evaluations), according to term (for example retention data); according to year
(proficiencies and gain scores), and upon degree completion (proficiencies,
gain scores, and student perceptions of the program).
Course and program improvements would be a focus, in areas from instruction and
student services to documenting course and program quality. Accreditation organizations
will be kept up-to-date on results.

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