14Theenclosedself- eAnnHallum,DeanofGraduateStudiesDate
2TABLEOFCONTENTSSECPg1EXECUTIVE SUMMARY1.1 Brief history of the Japanese Program1.2 Brief synopsis of previous program review recommendations1.3 Summary of how program meets the standards1.4 Summary of present program review recommendations55711122PROGRAM PROFILE2.1 Overview of the program2.2. The program in the context of the academic unit1313143ADMISSION REQUIREMENTS3.1 Evidence of prior academic success3.2 Evidence of competent writing3.3. English preparation of non-native speakers3.4 Overview of program admissions policy16161617174PROGRAM REQUIREMENTS4.1 Number of course offerings4.2 Frequency of course offerings4.3 Path to graduation4.4 Course distribution on ATC (formerly GAP)4.5 Class size4.6 Number of graduates4.7 Overview of program quality and sustainability factors19191920222223245FACULTY REQUIREMENTS5.1 Number of faculty in graduate programs5.2 Number of faculty per concentration2525256PROGRAM PLANNING & QUALITY IMPROVEMENT PROCESS6.1 Student exit survey and alumni survey6.2 Regular course evaluations and student comments6.3 Course assessments and program assessment6.4 Faculty meetings and electronic communications27272828297THE STUDENT EXPERIENCE7.1 Assessment of student learning7.2 Advising7.3 Writing proficiency7.4 The culminating experience7.5 Overview of student quality indicators303132333334
38THE PROGRAM & THE COMMUNITY8.1 Professional engagement of students and alumni8.2 Civic engagement8.3 Equity and social justice8.4 Internationalization35353840419THE FACULTY EXPERIENCE9.1 Faculty statistics9.2 Professional & research engagement of faculty9.3 Supervision of culminating experiences9.4 Discipline-specific standard for teaching graduate courses9.5 Interdisciplinarity9.6 Overview of faculty quality indicators4242434647484910RESOURCE SUPPORT FOR THE PROGRAM10.1 Internal support10.2 External funding505052APPENDICESA1A2A3A4Bulletin copies – Degree ProgramsA 1.1 2007-2008 SFSU Online Bulletin: “Master of Arts in Japanese”A 1.2 2011-2012 SFSU Online Bulletin: “Master of Arts in Japanese”List of available coursesA 2.1 2007-2008 SFSU Online Bulletin: “Course description”A 2.2 2011-2012 SFSU Online Bulletin: “Course description”SFSU-SFUSD Internship ProgramA 3.1 SFSU Japanese Internship Program DetailsA 3.2 SFSU Japanese Internship Program – Mentor EvaluationFaculty Curriculum VitaeA 4.1 Asano, MakikoA 4.2 McKeon, MidoriA 4.3 Minami, MasahikoA 4.4 Takeda, Tomoko
4LIST OF TABLEST1T2T3T4T5T6T7T8T9T10T11T12T13Thumbnail of Standards MetFTES*, FTEF**, and SFR*** in Graduate and Undergraduate Programs for the last fiveyearsM.A. Program Applicant Take-Rate (per semester)Number of Course OfferingsFrequency of Course OfferingsClass SizeNumber of GraduatesStudent DemographicsCurriculum Alignment Matrix / Curriculum MapFaculty by Rank and GenderFaculty by Age and EthnicityFaculty Workload DistributionFaculty Supervision of MA Project/Thesis Committees
51.0 EXECUTIVE SUMMARY1.1 Brief History of the Japanese Program (1962-present)The Japanese Program at San Francisco State University, now highly regarded for its academicvigor and great popularity (ranked #2 among the nation’s eighty-nine “Most Popular Schools forJapanese Language and Literature Major & Degree Program” as of May 2013*), had a veryhumble beginning half a century panese-Language-and-LiteratureIn fall 1962 one first-semester Japanese language course was offered within the Chinese Programin the Department of Foreign Languages and Literatures. The course was taught by a facultymember in the Chinese Program who had a degree in Pharmaceutics from a Japanese university.In 1966, a new full-time faculty member, a Ph.D. in Linguistics and a native speaker of Japanese,was hired to dedicate herself to the teaching of Japanese courses and curricular development.She remained at the helm of these endeavors for thirty years until 1996. Under her leadership,new courses were created and sections increased steadily until an independent Japanese Programwas established, offering a full-fledged bachelor's curriculum beginning in academic year 197980. In May 1980 the first Bachelor of Arts in Japanese degree was conferred. A decade later, inacademic year 1989-1990, the first Master of Arts in Japanese degree was conferred.The master’s program, since its onset, has offered two emphases: Teaching of Japanese as aForeign Language and the Professional Applications of the Language Study. Both of theseemphases were among the most innovative, pioneering programs of our nation at the time oftheir creation two and half decades ago, when state colleges and research universities alike wereoffering heavily literature-oriented graduate programs. Since then the teaching emphasisprogram has attracted many students from Japan and successfully placed its graduates inteaching positions at leading universities such as Harvard, Stanford, UC Berkeley, and theUniversity of San Francisco as well as local community colleges, secondary schools andoverseas institutions of higher education. The Professional Applications emphasis is quiteunique in that it cultivates specialized language skills including translation and consecutiveinterpretation in addition to offering a well-rounded curriculum including linguistics, culture,literature, and second language acquisition. Its graduates have been active in various fieldsincluding government, international business, information technology, journalism, translationand interpretation. During the current review cycle, the Japanese Program instituted a new policyto allow qualified students to change emphases. Furthermore, the Japanese Program addedflexibility to the core course selections and lowered the wall between the two emphases in termsof the selection of electives. All of these renovations were made to better accommodate thevaried and sometimes changing educational needs of individual students for achieving theircareer goals and to provide optimal opportunities for them to benefit from the wide array of ourcourse offerings.In terms of human resources, the second tenure-track position (Literature) was created in 1982,
6the third in 1992 (Culture). In 1996, what originally started as a replacement search for theaforementioned first full-time faculty position in linguistics (with broad areas of secondaryfields) resulted in the successful hiring of two full-time faculty members: a linguist whoseposition was initially funded by a Japan Foundation grant and a specialist in Second LanguageAcquisition whose secondary fields of specialty—including Business Japanese, Translation, andInterpretation—provided a particularly good match for the diverse curricular offerings of ourprogram. Both faculty members joined the Japanese Program in fall 1997. Since then, theprogram has basically maintained this composition of four-full time positions (and a number ofpart-time lecture positions), although the comings and goings of colleagues have at times createdvacancies and have shifted the represented areas of expertise to some extent. Since 2003,following our culture specialist’s official departure from our program after a two-year leave ofabsence, the Japanese Program’s four major areas of faculty expertise have been Linguistics,Literature, Second Language Acquisition, and Pedagogy. In the meantime, two of our full-timefaculty members have diligently and successfully developed their new secondary expertise toteach culture courses, as partially exemplified below.During the five years under the current review cycle, the Japanese Program added one newvariant to an upper-division core course in culture, two new variants to its graduate core coursein literature, and a new thematic approach to its graduate core course in cultural studies, furtheraugmenting the program’s comprehensive curricula:(1) “Japanese Tea Ceremony and Tea Culture,” a variant of JAPN 401: Topic in JapaneseCulture, Spring 2010. This addition brought the total number of JAPN 401 variants toseven, the other six being “Heian Culture” (Heian Period: 794-1192), “MuromachiCulture” (Muromachi Period: 1392-1573), “Edo Culture” (Edo Period: 1603-1867),“Japanese Identity,” “Japanese Way of Life,” and “Modern Cultural History of Japan.”(2) “Cultural Studies through Japanese Tea Ceremony,” a new approach to JAPN 800:Seminar in Analysis of Japanese Cultural Studies, Fall 2010.(3) “The Tale of Genji and Nô Plays,” a variant of JAPN 860: Seminar: Topics in JapaneseLiterature, Spring 2008.(4) “Hyakunin Isshu: One Hundred Poems by One Hundred Poets,” a variant of JAPN 860:Seminar: Topics in Japanese Literature, Spring 2010.(1) and (2) make an active educational use of an authentic Japanese tea room that is housed inHUM 117, a valuable cultural asset donated to San Francisco State University by a Japanesecompany in 1992.(3) and (4) added studies of classical masterpieces in narrative fiction, dramatic art, and poetry tothe graduate literature seminar JAPN 860, which previously had only one topic: ModernJapanese Literature.In Fall 2012, the Japanese Program established a new SFSU Japanese Internship Program incollaboration with Clarendon JBBP (K-5) in the San Francisco Unified School District for ourmaster’s students with teaching emphasis. Program participants, while earning credits towardtheir degree, will gain valuable practical experience in an elementary school, receive feedbackfrom professional teachers, establish contact with prospective employers and evaluate careerrelated opportunities first hand. The host school, in turn, benefits from the contributions of the
7student interns’ assistance.Last but not least, the Japanese Program’s international conference series deserves a specialmention here for making significant contributions to academic communities and enhancingSFSU’s international reputation. The Japanese Program founded the International Conference onPractical Linguistics of Japanese (ICPLJ) in 1998 and continued to offer the conferencebiennially until the 7th ICPLA in 2011. This innovative conference series brought togetherresearchers on the cutting edge of Japanese linguistics and K-16 Japanese language teachers “tooffer a forum in which the latest research results in linguistic could be presented in a form usefulto those desiring practical applications in the fields of teaching Japanese as a second/foreignlanguage.” Both linguists and Japanese language teachers had dealt with the Japanese languagein their respective professions, but seldom had they had opportunities to meet together, much lessto learn from each other. This conference, which started a new trend of exchanges betweenlanguage teachers and linguists, has now grown out of SFSU and is being hosted by Japan’sInstitute of National Language. In November 2012, the Japanese Program, in cooperation withthe University of San Francisco and the Dilena Takeyama Center for the Study of Japan andJapanese Culture, launched another international conference series: “Ocha Zanmai: SanFrancisco International Conference on Chanoyu (the Japanese tea ceremony) and Tea Cultures”(SFICCTC). The inaugural conference, the first of its kind in the history of the West Coast ofthe United States, was a great success. The second conference is scheduled for November 2013and was endorsed by former prime minister of Japan Mr. Morihiro Hosekawa and the ConsulateGeneral of Japan in San Francisco. Hosted by Dean Paul Sherwin of the College of Liberal &Creative Arts, the 2nd conference promises to contribute further to advancing in-depth culturalstudies of the tea ceremony and sharing the findings with international communities of scholars,students, and interested citizens.1.2 Synopsis of Previous Program Review Recommendations (5th Cycle)The 5th Cycle Review of the Department of Foreign Languages and Literatures, which at the timeof review housed seven language programs including Japanese, was completed in spring 2007.In Spring 2008, the “Memorandum of Understanding” (MOU) was produced between SanFrancisco State University and the Department of Foreign Languages and Literatures, basedupon the External Reviewers’ Report (March 23, 2007) and the internal review report of theAcademic Program Review Committee of the Academic Senate (undated). The MOU lists thefollowing recommendations under the headline of Action Plan, following 4 items of“Commendations.” Due to the nature of the document that addresses the department as a whole,many of the items are not specifically applicable to the Japanese Program. Moreover, the 5thCycle Review examined B.A. programs as well as M.A. programs unlike the current 6th CycleReview that exclusively assesses graduate programs. All recommendations, however, are listedbelow and discussed for the sake of completeness and for the purpose of clarifying thecharacteristics of the Japanese Program in the process. Items irrelevant to the Japanese Programwill have notations to that effect. Where necessary, the External Reviewers’ Report will bequoted additionally.
8Curriculum1. “The Department should immediately develop an assessment plan and process thatencompass all language programs. The plan should be implemented at the Department level ratherthan from the specific language areas and should include clearly articulated objectives, studentlearning outcomes for the degrees, and a set of matrices that show the courses in which the outcomesare taught.”This has been done. In November 2010, the Department produced an “Assessment Report” as aresult of all degree-conferring language programs’ concerted efforts. The document includes theDepartment’s mission (i.e., “clearly articulated objectives”) and each program’s undergraduate andgraduate student learning outcomes. Listed below are the Japanese Program’s student learningoutcomes. Our course syllabi explicitly indicate the corresponding student learning outcomes.Majors1. Language, Linguistics. Students will speak, listen, write, and read Japanese throughout avariety of language and linguistic courses.2. Culture. Students will identify and analyze various elements of Japanese culture not onlythrough a range of culture-focused courses but also through general language courses.3. Literature. Students will read and analyze authentic Japanese literary texts and develop theirunderstanding of the multi-faceted nature of literary analysis in relation to various contextsand perspectives.Graduates1. Language, Linguistics. Students will speak, listen, write, and read in Japanese at an advancedor near-native level. They will also acquire research and analytical skills in the area of theirspecialty.2. Culture. Students will engage in the analysis of Japanese culture and society at an advancedlevel. They will gain this extensive knowledge not only through their course work but alsothrough working on the area of their specialization.3. Literature: Students will read unabridged Japanese literary texts analytically, explore internalas well as external dynamism of literary creation, and engage in critical discourse in oral andwritten Japanese.4. Emphasis: Students in the Professional Application of the Language emphasis will developspecialized socio-cultural and linguistic competence that is geared towards performance in theareas of their occupational interest, such as translation, interpreting, and business. Students inthe Teaching Japanese as a Foreign Language emphasis will acquire knowledge andcompetence in Japanese pedagogy, which prepares them for a career in teaching Japanese atvarious academic institutions.Note that the Japanese Program expects students—undergraduate or graduate—to be able tospeak and write as well as listen and read in Japanese at their appropriate levels. Many researchuniversities in the United States place less emphasis on these productive language skills (speakingand writing) as opposed to receptive language skills (listening and reading), allowing students todiscuss reading materials in English and write papers in English.2. “Within the next academic year, the Department should review and reduce the number of pairedcourses offered in all language programs.”The Japanese Program has no paired courses.
93. “The Department should develop two tracks for the Chinese program (one for truebeginners and one for heritage speakers). The Department has already designed aheritage course for Spanish. The course has been approved by the Humanities Council and isscheduled to be offered in Fall 2008. Based on the results of these changes, the other languageprograms may wish to introduce parallel courses.”The Japanese Program has not yet experienced the necessity to create separate tracks for heritage andnon-heritage learners.Faculty1. “Shared governance within the Department is the most likely change . The Department hasrecently finalized its criteria for electing Program Coordinators. Moreover, the Spanish program justelected a new coordinator for the next three academic years, and the remaining six languageprograms will hold their elections by the end of the 2008 spring semester. With the new governancestructure in place, Academic Affairs is hopeful that the work will be divided more equitably amongthe faculty and departmental committees.”The Japanese Program has been rotating administrative and advising responsibilities among its fourfull-time faculty members every two years since Fall 2007—half a year prior to the date of theMOU—when Dr. Midori McKeon returned to the Japanese Program after serving 6 years as theChair of the Department of Foreign Languages and Literatures and Dr. Tomoko Takeda, a newtenure-track faculty member, joined the Program. The Japanese Program’s equitable system ofshared governance was praised by the team of external reviewers.2. As new faculty positions become available, the Department should seek to hirefaculty who can teach across language areas.This is not immediately applicable to the Japanese Program. This recommendation has beenfollowed through in the searches for positions in Chinese, Spanish, and French.For faculty recommendations more relevant to the Japanese Program, reference should be madeto the External Reviewers’ Report in the 5th Cycle Review. The external evaluators wrote: “It isimperative that at least one tenure-position, in either language pedagogy or literature and culture,be filled as soon as possible. We understand that there was a search underway this semester andlook forward to successful outcome.” We had chosen to conduct a tenure-track search inPedagogy, and not in Culture, for the following reasons. While the trends have recently beenshifting more toward the Professional Applications emphasis, our Japanese graduate program’semphasis in “Teaching of Japanese as a Foreign Language” played for a long time a central rolein our program. Such courses as “JAPN 775: Seminar in Materials Development for TeachingJapanese” and “JAPN 780: Practicum in Teaching Japanese,” which should be staffed by tenuredor tenure-track professors, had been taught by a part-time lecturer since the death of ProfessorToshiko Mishima in 1996, and this problem had to be resolved. Fortunately, the tenure-tracksearch in Pedagogy was successful and Dr. Tomoko Takeda joined the Japanese Program in Fall2007.
10Students1. “The Department should consider developing co-curricular activities and events thatwould create a sense of community among majors.”The Japanese Program held va
1.1 Brief history of the Japanese Program 5 1.2 Brief synopsis of previous program review recommendations 7 1.3 Summary of how program meets the standards 11 1.4 Summary of present program review recommendations 12 2 PROGRAM PROFILE 13 2.1 Overview of the program 13 2.2. The program in the context of the academic unit 14
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