Academic Consortium Board Evaluation Report

Transcription

1 Academic Consortium Board Evaluation Report CIEE Study Center at the University of Alicante, Spain Language in Context Program Spring 2009 INTRODUCTION The Academic Consortium Board (ACB) of CIEE is pleased to present the following report on the CIEE Study Center Program in Alicante, Spain. The report of the site visit team was received by members of the ACB. After review, the ACB accepted the report, and presents it to the Academic Consortium. The Plan for Program Evaluation is available at We wish to make clear at the outset that we greatly value the cooperation of the University of Alicante. This report is a review of CIEE's program and not a review or evaluation of University of Alicante as an institution. The review focuses on the program offered by the CIEE Study Center and on the courses offered by CIEE as part of the International Study Program at University of Alicante. In addition, the site visit team has examined CIEE's relations with the host institution and its analysis has been presented to CIEE staff. EXECUTIVE SUMMARY The ACB conducted a full evaluation of the Alicante Language in Context program as part of its regular cycle of review and to respond to changes in on site leadership of the program. The evaluation team found the program to have excellent coordination and that the program staff is fully engaged in furthering the mission and goals of the program. The CIEE Study Center in Alicante is host to three different programs each serving to provide Spanish language instruction and content courses at levels appropriate for the participants. The evaluation team has provided three reports outlining the differences between each academic option, as well as the features of the programs that are shared by all students at the CIEE Study Center in Alicante. The campus of the University of Alicante is modern and beautiful. Gardens, seating areas, community space, and all aspects of the campus are well maintained and exceptional by any standard. The goal of the Language in Context (LIC) program is to provide beginning level students with a solid foundation in the Spanish language. The program allows participants to improve their language skills while pursuing studies focusing on Spain and Europe through history, art, humanities, sociology, political science, and international business. This goal is achieved through intensive language course work, area studies courses in English, a conversation exchange program, excursions, and homestays for participants.

2 The Language in Context program responds to the need to serve students who are unable to fully integrate into instruction in Spanish, while working to transition from English to Spanish in most situations during the course of the semester. The evaluation team found the staff and faculty to appreciate and support the goals of the program. Language faculty and students agreed to communicate in Spanish especially after the midterm week. At this point of the semester, program participants would have covered all major communicative language structures and therefore could maintain beginning level conversations in the target language. Resident staff also took part in this challenge by reinforcing this agreement with program participants. After midterm week all communication from the CIEE student services office are sent in Spanish. Due to the students very limited language background, the Language in Context program participants do not have a language commitment agreement. The Language in Context program is aimed at students with an overall GPA of 2.75 or higher but with no or very limited experience in Spanish (0 to 2 semesters of college-level Spanish or equivalent). A full course load is five courses and the total recommended credit for the semester is seventeen/25.5 quarter hours. The required Intensive and Regular course and Area Studies Courses call for 45 contact hours, 3 credits/4.5 quarter hours. Required Semester Language courses are 60 hours, 4 credits/ 6 quarter hours. Required language courses are taught in Spanish while the other courses are conducted partially in English with the expectation that by the end of the term at least 50% of the instruction will be conducted in Spanish. In the Spring of 2009 the courses offered included introductory language courses in Spanish, oral communication, and grammar and syntax, as well as courses on the Camino to Santiago pilgrimage in the Spanish context, contemporary Spanish cinema, Spain s modern and contemporary history, Spain and the United States, 20 th century Spanish literature, and contemporary Spanish society. Prior to our visit, the students enrolled in this program had completed their orientation and engaged in a number of visits to historical sites and surrounding villages. At the time of the evaluation team s arrival in Alicante, the students were returning from a two-day trip to Madrid, where they had explored the city, visited museums and palaces and participated in a number of activities. Living with a local family is a very essential component of the LIC program. Students are engaged in cultural and linguistic interaction on a continuous basis with their host family which adds to the intensity of the learning experience. The primary issues facing the Alicante Study Center are space for staff and faculty use, and the availability of classroom space within regular campus facilities. Temporary classrooms in prefabricated structures are used for the language courses only. These facilities need to have some external improvements to make them more functional and attractive to students. The evaluation team was impressed by the organization and management of the CIEE Study Center at the University of Alicante and considers the academic and cultural components of the program to be of the highest quality. Page 2 of 14

3 METHODOLOGY The evaluation site visit team was composed of the following individuals: Susan Thompson, Director International Programs, University of Nevada, Las Vegas (team leader) Margaret Blue, Senior Lecturer, Department of Spanish, Italian, and Portuguese, the Pennsylvania State University Aldo Vacs, Professor of Government, Skidmore College The three members of the site visit team each reviewed the history and evaluation of the program produced by CIEE. They studied the course catalog, and reviewed course syllabi for all program courses; read end-of-session reports; reviewed statistical information on the participants (numbers, gender, and ethnicity statistics, sending institutions, etc.). The team reviewed staff and instructor curriculum vitae. The team also reviewed the pre-departure orientation handbook, and the on-site orientation schedule. Finally, all members of the team reviewed the student evaluation summaries and all the evaluations covering the Alicante Program. The team chair also contacted the top five sending institutions and another two randomly selected member universities from the Academic Consortium to learn of their concerns. The evaluation team also reviewed the CIEE strategic analysis of the program. In preparation for the site visit, the team chair wrote a memo which was distributed on site by the Resident Director to the entire teaching faculty of the program inviting the instructors to give comments either in writing or orally during the visit. A similar memo went to all students. During the three day site visit, team members met with each member of the CIEE Study Center staff, members of the teaching faculty, the Vice Rector of the University of Alicante for International Relations, groups of students, and a homestay family. Each member of the evaluation team attended classes offered by CIEE in language as well as content courses. Members of the evaluation team were offered access to any course of interest and were able to visit classes within all academic areas of the program. The evaluation team also toured the city of Alicante and the campus of the University of Alicante. A copy of the site visit itinerary is provided in the evaluation report. The site visit team jointly drafted and agreed on recommendations which are made part of this report. ENROLLMENT STATISTICS Current enrollment: 23 Average enrollment: 25 Highest Recent Enrollment: 30 Lowest Recent Enrollment: 19 Page 3 of 14

4 EVALUATION In accordance with the Program Evaluation Plan for ACB Program Review, the evaluation report is divided into twelve sections below, corresponding with the terms of reference specified in the plan. I. Quality of the Academic Activities A. Teaching The teaching in the classes visited was excellent and the methodology appropriate for the different kinds of courses and the level of language skills held by the students. The teachers were uniformly capable, enthusiastic, and interested in helping the students to learn and communicate in Spanish and to familiarize them with Spanish culture, history, society, economy and politics. The field trips in which some of the instructors accompanied the students were a good fit for many of the courses and improved the learning experience. In particular, students and professors involved in the April pilgrimage to Santiago de Compostela were very excited about this field trip and enthusiastic concerning the academic preparation for this activity. In pedagogical terms, the language classes were very dynamic and interactive. Language teachers were knowledgeable, well prepared, and able to engage the students in give and take exchanges and short dialogues, while discreetly correcting their Spanish grammar and pronunciation and motivating them to improve their communication skills. All the teachers we saw in class were very familiar with the students names and skill level and they were able to make references to previous questions asked and language difficulties experienced by the students in offering personalized help. In most language courses, the instructors made adequate use of the audiovisual tools (PowerPoint, projection of portions of DVDs and internet videos, etc.) and delivered to students handouts and other materials that contributed to the learning experience. In some cases, as happens in the U.S., the level of student participation was uneven but in most classes the instructors made an effort to engage everyone in class through questions, invitations to read materials, or generating appropriate discussions. There was also a very active and efficient use of the blackboard to clarify specific aspects or examples of Spanish grammar and spelling that seemed to dispel the doubts or correct the mistakes made by the students. In terms of evaluation of the students performance, there is a continuous process in place in which participation in class, homework, class exercises, presentations, and exams are taken into account to grade the student. The contextual courses were taught in a more traditional way, with a larger component of instructors lecturing though there was a clear attempt to motivate student participation through questioning and promoting discussions of specific topics. The professors were clearly knowledgeable in their disciplines, well prepared and organized, and enthusiastic in their teaching. All of them employed effectively the audiovisual tools at their disposal to increase the students interest and participation showing documentaries, excerpts of films, projecting pictures and photographs, or using PowerPoint. It seems important to note that all the classrooms at the University of Alicante are furnished with permanent equipment (computers, projectors, screens, etc.) that makes this possible, and that even the temporary classrooms ( trailers ) have access to this kind of electronic devices. In most of these classes, though the bulk of the instruction was in English, it was also clear that the instructors were transitioning toward a more intensive use of Spanish, referring to certain Page 4 of 14

5 objects, issues or activities in Spanish, injecting Spanish sentences, or inviting students to ask their questions or make their observations in Spanish. Student participation was more uneven in these courses as it appeared that some students were more interested in the topics, had read the materials more carefully, and had better comprehension of the issues than others. Evaluation of students performance was based on attendance and participation, short essays, and mid-term and final exams, and occasionally a research paper on a specific topic. In talking with the students, most of them were very positive in their evaluation of the teaching skills, dedication and enthusiasm of the instructors. Most of them seem to have been able to bond and establish close personal connection with all or several of their professors and felt that their availability for consultation and their support inside and outside the classroom was very satisfactory. A few believed that some particular professors particularly in the non-language classes were too focused on lecturing and not sufficiently on promoting discussion and student participation but, as is sometimes the case, this perception tended to discount the fact that many of the students do not have, especially during the initial stages of a course, sufficient knowledge of the topics as to be able to generate meaningful discussion and participation. This is also related to another critical observation made by some students: that the courses included lots of information but little analysis or theoretical interpretation. These students believed that the courses could be more demanding and challenging. However, as in the case of asking for increased participation and discussion, it was acknowledged that in some of the courses the average level of information and effort of the part of the students made it difficult to turn the courses into more demanding and intellectually challenging without leaving most of the class behind. One complaint heard from some students referred to the level of Spanish instruction that they were assigned to take. Generally, these students believed that they should have been placed at a higher level or in a different section (i.e., in conversational Spanish rather than introductory grammar). The validity of this complaint is difficult to evaluate as the tests and recommendations taken in and made by the sending institutions and the local program were used to decide in what courses the students should be registered to gain most from their experience. The Alicante staff appeared to be prepared to be flexible in this regard and to listen to the students but they were understandably reluctant to place students at a level or in a section that they believed would make it difficult or impossible for the student to follow the class teachings or benefit from them. In most cases, however, the students were satisfied with the level of the courses they were taking and the quality of the teaching. Another issue that was mentioned by a small number of students referred to the use of the trailers for the language courses. On one hand, a few of them felt that the classroom accommodations in this case were less adequate than in the main buildings and that they may contribute to generate problems such as tardiness (due to the distance from the buildings, lack of bathrooms, etc.). On the other hand, some were more concerned about the relative isolation from the Spanish students and the lack of interaction with them that may lead to less use of Spanish and foreign student group concentration. It was clarified with the students that even if these courses were taught in the main buildings no Spanish students will be taking introductory Spanish courses but the students believed that even if that is the case the isolation of these classroom cluster hindered their possibility of establishing contact with their Spanish counterparts. In our conversations with the faculty, it became clear that they were very enthusiastic, wellprepared, and interested in making the students experience in Alicante as productive and Page 5 of 14

6 enjoyable as possible. As mentioned before, their teaching and the contents of the courses were excellent. All of them insisted that the students were held to rigorous academic standards and they expected the students to work hard in their classes if they expected to pass and obtain good grades. In the syllabi that we read and classes that we visited this was clearly the case: the teaching and the assignments given to the students were academically sound and appropriate to their level of Spanish and academic background. Most of the faculty had been in the United States or had enough experience with American students as to be able to consider the students expectations concerning teaching and to convey to them clearly the inevitable differences between the Spanish and American systems. One concern that was raised by some of the professors was that those teaching in the program who were not, at the same time, affiliated with the Universidad de Alicante did not have university IDs (while the students enrolled in the program do). From the academic perspective, this situation created some problems, particularly in terms of access to the Library and the use of materials (books, DVDs, CDs, etc.), that could be presented in the classroom or that could be used for research purposes. One issue that several instructors mentioned were the difficulties associated with the lack of space and equipment. They would like to have some space assigned for them in which they can, at different times, prepare their classes or meet with the students. In some cases, because the classes are heavily reliant on computer use and photocopied materials for distribution, they mentioned the need for an extra computer and more easy access to the photocopying machine or services. Recommendation 1. Request that the University of Alicante provide access to all CIEE teaching faculty to library resources. B. Assessment The evaluation team found that the formats for academic assessment were diverse and appropriate for the program. Students are evaluated in the context of each specific course using traditional methodology including periodic exams, mid-term and final tests, homework, in class participation, and written and oral assignments and presentations. C. Appropriateness of Academic Offerings The level of instruction, pre-requisite language policies, and diversity of courses directly responds to the mission and goals of the program. The courses are of high academic quality and the faculty are fully engaged with the students and with their disciplines. The Program Director and the administrative staff in Alicante have clearly done an excellent job in designing the curriculum to take full advantage of language skill development. Classes in the content areas are well developed and provide an excellent selection of academic disciplines and also support the student s understanding of Spain and Europe. II. Quality and Appropriateness of Services Page 6 of 14

7 A. Pre-departure services The information provided in all pre departure materials provides a clear and complete outline of the program s mission and goals. The information also provides comprehensive details about the environment, facilities, accommodations, and academic offerings of the program. Past evaluations indicate that services from both the staff in Portland and the staff in Alicante were responsive and that they were able to answer questions and provide assistance to students and families. Pre-departure materials provided to the students by CIEE are very comprehensive and accurate. Students receive their material in a timely manner from CIEE. The Resident Director s each student prior to departure to welcome them to the program and respond to any questions they may have. The addition of an on line language placement test for all programs in Alicante will serve to support the placement of students at appropriate levels prior to arrival on site. The on line language test is already offered for the Alicante Liberal Arts program and is being developed for the Language and Culture, as well as the Language in Context programs. B. Orientation The orientation occurs during the first week in Alicante. Staff meets student groups at the airport and transports them to a centrally located hotel. Students stay at the hotel for the first two nights of orientation. On the third day the student s homestay families meet them at the hotel in the late afternoon and transfer them to their program housing. The orientation continues throughout the week while the students adjust to life in the homestays and become familiar with the city center, the campus, and the region. During the orientation local students, called Spanish Student Helpers, are introduced to the group and accompany participants during various activates such as lunches or walking tours. The orientation addresses all aspects of preparation for living in Alicante including health and safety, race and gender roles in Spain, Spanish culture, and practical topics ranging from banking to public transportation. A walking tour of the city is offered near the beginning of the week to orient the students to the historic city center. Another walking tour of the campus is provided later in the week. The last day of the orientation is a full day trip to cities and historic sites in the Alicante region. The full day group trip allows the staff additional opportunities to meet with students in a more casual setting to continue discussions about adapting to living in Spain. Meals are provided during the orientation. On the first night after students arrive in Alicante the group meal is held at an Italian restaurant. Some past participants questioned the rationale for not serving Spanish food immediately after arrival. The staff s motivation for using a commonly accepted and understood menu for the first night in Spain was actually very practical and innovative. Page 7 of 14

8 The evaluation team discussed the choice of the Italian restaurant with the Study Center staff and it was clear that to assist in an easy transition to life in Alicante, an evening meal that was familiar to most students was the appropriate choice. The Spanish Student Helpers continue to work with CIEE students throughout the program and are an important part of cultural integration. CIEE staff screen and evaluate participants in the Spanish Student Helper program. C. Academic Advising The Study Center staff fully understands the importance of academic advising and work in cooperation with the student s home institution to support academic success. It is important to note that the CIEE staff s understanding of the need to communicate participant s enrollment information and any changes that are proposed on site with the student s home institution is critical to credit transfer and academic progress. Students noted that the Study Center staff has been very helpful in working with them to contact their home institutions. The Study Center staff showed a comprehensive understanding of standard U.S. policies regarding credit transfer and enrollment management. The Study Center staff was very engaged in working with the students on their selection of classes and in discussing various options for the content courses. The staff clearly cares about the students experience in the courses and their input was highly valued by the students that the evaluation team met with during the site visit. D. Housing The homestay program is an exceptionally positive component of the student experience in Alicante. The program is very well managed and has a system of regular evaluations by both the students and the CIEE staff. Families are located throughout the center of Alicante. Students prefer to live in the city center rather than in the areas close to the University of Alicante campus. Most host families have internet access and all homestay locations will be required to have internet by spring of The homestay experience is closely managed by the center staff and students are told that they are expected to integrate into family life, including calling the host family mama and papa, a policy that has been agreed to by all participants in this component of the program. Student evaluations are very positive about living with a local family and often note that this experience significantly contributed to their language acquisition. Students with special needs and some case by case students in the Liberal Arts program can elect to live in the residential housing facility called Villauniversitaria adjacent to the campus. This facility is modern and accessible. The students have a TV Lounge, laundry facilities, and other amenities on site. Each student has a private room and bathroom with shared kitchen facilities. There is a full meal plan included on site in the cafeteria. E. Accommodation of Special Needs There is a disability services office on campus which can provide assistance for students with disabilities studying at the University of Alicante. This assistance, however, is from Page 8 of 14

9 Spanish speakers so the level of Spanish spoken by the student would need to be taken into consideration. The services offered include transportation from the student s residence to the university in the case of a physical disability, a companion to assist the student on campus, note-takers, etc. These services would not be viable for a beginning or intermediate level Spanish speaker since translators are not provided and no services are offered in English. There is no financial support for accommodations to participating U.S. students with disabilities. There is a private dorm just outside of the university campus which is completely wheelchair accessible. Students who live there eat all meals in the dorm cafeteria, and they have coin-operated laundry facilities (excluding towels and sheets, which are provided by the dorms). The dorm rooms are cleaned once a week. Since the dorm is next to the university, students do not need to use public transportation to attend classes. Although most of the city busses are equipped with wheelchair accessible functions, sometimes they are broken and the bus driver cannot let the person in a wheelchair onto the bus. In this case, the student would have to wait for the next bus. There are many wheelchair accessible taxis, however, that the student can call and reserve for certain times. Many of the restaurants and bars in the downtown areas are not wheelchair accessible due to the fact that they are very old buildings and many do not have elevators or large bathrooms, but there is a reasonable selection of wheelchair accessible bars and restaurants for students to choose from. Most classrooms on campus are wheelchair accessible. A student who was participating in the program during the evaluation team s visit uses a wheelchair and did not report any issues related to accessibility. All students have access to free counseling in Spanish through the disability services office on campus. If a student needs counseling services in English, there is an English speaking psychiatrist in Alicante that students can see. The student must pay for the visit, but can then file for reimbursement through the inext insurance that all CIEE students have while they are on the program. We suggest that students with special needs get in touch with CIEE early so that accommodations may be made. Each student should be reviewed on a case by case basis in coordination with the staff of the study center. F. Other The University of Alicante medical clinic is available to CIEE students. The facilities are limited but useful and helpful for routine illnesses and assistance. The clinic will refer students to other medical facilities if they do not offer the needed services. The Study Center staff will go to the clinic with students as needed. The Study Center staff have also worked with a local mental health provider who can communicate with the students in English. The staff is sensitive to the growing number of U.S. students who are prescribed medications for mental health issues and are aware of the need to monitor these students and refer them to professional help when necessary. Page 9 of 14

10 III. Quality and Appropriateness of the Students Who Participate The student participants are generally well suited for the programs in Alicante and the range of programs allow students to have an academic experience that supports their individual level of preparation in Spanish language and content classes. Student participants in past semesters have successfully completed the academic components of the program and also report a high level of satisfaction with the overall experience. In general, students exceed the current GPA eligibility requirement. Over the last ten semesters the average GPA was IV. Quality of Facilities A. Office and Class space Office and classroom space is the most challenging aspect of the Alicante programs. The challenge is due to the demand for space by all members of the campus community, the need to close some facilities for mold removal and remodeling, and the lack of viable alternative options for locating CIEE offices and classrooms. The Study Center Director has articulated these issues to the senior administration of the University of Alicante but there is little chance that a practical resolution can be provided in the near future. The Study Center needs additional office space for both staff and faculty. Under the current space conditions faculty and staff do not have any privacy when speaking to students and do not have sufficient space for class preparation. Classroom space is also limited and some temporary prefabricated structures have been placed in a parking area on campus. CIEE language classes are offered in these facilities. Past participants have responded negatively to the modular structures and feel that they are isolated from the Spanish student population while in this area. In reality no Spanish students would be participating in the language courses regardless of their location and all other CIEE content courses are offered in regular classroom buildings on campus. Some improvements to the exterior of the modular buildings used by CIEE would be very helpful in improving their image with students. Recommendations 2. The Program Director should work closely with the CIEE Study Center Staff to identify options for additional space for staff and faculty. On campus and off campus options should be evaluated to determine what would best serve the needs of the Alicante Center. 3. The Alicante staff should work with the university administration and request that they invest in external improvements to the modular classrooms used by CIEE. These improvements could include benches, traffic barriers, planters, and a shelter to protect students during rainy weather. B. Library The University of Alicante library facilities are comprehensive and available to CIEE students. The office used by the Study Center Student Services staff also contains a Page 10 of 14

11 collection of books and materials to assist students and provide information about Spain and Europe. Faculty and staff of CIEE who are not also members of the faculty of the University of Alicante do not have library access. Access to library resources, such as DVDs would assist CIEE faculty and staff in their courses. C. Computer and facilities Students can use all computer labs on the campus of the University of Alicante. The campus also offers WiFi services. Most home stay families have internet access and by spring 2010 all host families will be required to offer it. Students generally bring lap top computers to the program and have easy access to the internet both on campus and in their home stay. Due to the limited space available for CIEE offices, only one printer is available for students to use free of charge. Several copy centers are available on campus on a fee paying basis. When more office space becomes available for CIEE faculty and staff additional printers should also be made available for student use. Recommendation 4. Additional printing stations and photocopy machines for faculty and student use should be added when more office space is acquired. V. The Program's Plans for Improving its Teaching and Services The development of on line language placement tests for all three programs in Alicante will assist the Study Center Staff in assigning students to appropriate courses prior to arrival. These tests are currently under development. The staff is exceptionally capable and continues to review ways to improve all aspects of the programs. New ideas and innovations are always under consideration and are a reflection of the high quality programming provided to students by the Alicante Study Center staff and faculty. VI. Relationship with the Host University The Study Center Director has clearly developed a close working relationship with the senior administration of the University of Alicante. The administration of the UA appreciated the opportunity to meet with the evaluation team and to discuss future plans for addressing issues that impact the universities ability to accommodate the needs of the Study Center. The evaluation team and the Study Center Director were able to have open and supportive discussions and felt that although issues regarding additional space were not able to be resolved in the near future, it was clear that the university appreciates having CIEE as a part of its international mission and is extremely support of the academic mission and goals of the program. Page 11 of 14

12 Recommendation 5. The Study Center Director should continue to communicate with the administration of the University of Alicante to reinforce the strong relationship between CIEE and the host institution. VII. Perceived Satisfaction of the Consortium Member Institutions Five of the top sending institutions were contacted by phone or prior to departure for the on site evaluation. The ACB member serving as the leader of the evaluation team has also served as the monitor of the program during previous semesters. Responses from consortium member institutions were very positive with no significant issues or suggestions for improvement. Comments regarding the availability and responsiveness of both program staff in Portland and in Alicante were extremely complimentary. More than one institution noted that the program was continually improving and that they were hoping to send increased numbers of students to the site in the future. VIII. Perceived Satisfaction of the Student Participants Past evaluations have indicated a high level of student satisfaction with the academic and non academic components of the program. The student s evaluations contain exceptional appreciation for the Study Center staff. The homestay families are also evaluated very highly. Some female participants have expressed displeasure with the Spanish male custom of verbal flattery in public settings known as piropos. In some cases students also felt that Spaniards had negative views of Americans. The current students did not indicate that they had experienced any anti-american sentiments and female students currently enrolled seemed to accept the cultural differences with amusement. Several minority students were participating in the program during the evaluation team s visit. No issues related to race or gender were expressed by the students during the site visit. IX. Safety and Security Issues No safety or security issues were identified from past participant evaluations, critical component reviews, ACB monitoring, or during the on site evaluation. Alicante students generally live in the city center and understand the need to travel during public transportation service or via taxi when they are out late at night. The campus residence hall used by a limited number of participants has security on site and is located directly across the street from the campus. The facilities are very new and well maintained. Page 12 of 14

13 X. The Program's Compliance with CIEE's Policies The program is in full compliance with CIEE policies. The evaluation team was extremely impressed with the Study Center Director, and the Resident Directors understanding of the mission and goals of the program. XI. The Quality of Administration and Management of the Program A. Resident Director Raquel Blave The Resident Director of the Language in Context program is doing an excellent job in managing the program and working with faculty, staff, and students. The evaluation team observed her interaction with faculty and students and it was evident that she was able to provide leadership and guidance. The faculty clearly respects her work and assistance. Students commented that she is always available and very helpful in every situation. The evaluation team was very impressed with her understanding of the challenges faced by introductory level students and her support for a comprehensive learning environment. B. Others Francisco Diez The Study Center Director has developed an excellent rapport with members of the university community, CIEE staff, faculty, and students. The dedication to improve the overall quality and services provided by CIEE in Alicante is a direct result of the significant contribution of the study center director Jennifer Hollyman The Student Services area is under excellent management. Jennifer s ability to work with both students and staff to improve and evaluate all aspects of student services is an asset to all three Alicante programs. The non academic aspects of the program are very well defined and contribute to the student s integration into Spanish society. XII. Future Prospects and Plans The development of on line language placement tests for all three programs offered in Alicante will help the staff determine each students language skill level prior to arrival and help to assure that they have been assigned the appropriate courses. XIII. Relationship with previous evaluation Numerous changes in both program design and administrative leadership have occurred since the last evaluation. The evaluation team reviewed the most recent report and was able to determine past perspectives on the Alicante program, but the changes in structure and leadership are so significant that no substantive discussion of previous evaluations would be relevant to the current review. Page 13 of 14

14 ACKNOWLEDGEMENTS The members of the evaluation team benefited greatly from the care and concern for this process by the staff of CIEE and of the host institution and in particular Francisco Diez, Study Center Director, Raquel Blave, Resident Coordinator Language in Context, Carla Botella, Resident Coordinator Language and Culture and Jennifer Hollyman, Student Services and Administration. We would also like to acknowledge and thank Begona San Miguel, Vice President for International Relations of the University of Alicante for welcoming the evaluation team to campus and for her kind hospitality. The evaluation team would also like to thank all the faculty and students who welcomed us and provided us with valuable insights into the programs. The Study Center Director should continue to communicate with the administration of the University of Alicante to reinforce the strong relationship between CIEE and the host institution SUMMARY OF RECOMMENDATIONS 1. Request that the University of Alicante provide access to all CIEE teaching faculty to library resources. 2. The Program Director should work closely with the CIEE Study Center Staff to identify options for additional space for staff and faculty. On campus and off campus options should be evaluated to determine what would best serve the needs of the Alicante Center. 3. The Alicante staff should work with the university administration and request that they invest in external improvements to the modular classrooms used by CIEE. These improvements could include benches, traffic barriers, planters, and a shelter to protect students during rainy weather. 4. Additional printing stations and photocopy machines for faculty and student use should be added when more office space is acquired 5. The Study Center Director should continue to communicate with the administration of the University of Alicante to reinforce the strong relationship between CIEE and the host institution Page 14 of 14