We rush so much. The semesters are a blur. In understaffed language departments, there is a lot of motion, a lot of commotion as we attend to a myriad of tasks, sometimes pulling us away, sometimes pulling us toward our passion and our goal: to give our students an excellent education. We pass our colleagues in the hall with a quick nod and wave to students across the quad. We race through the days then disconnect during breaks.
Part of the busy-ness that makes us rush are the myriad ways in which we evaluate and asses our programs: surveys to write, administer, analyze and report; data to feed into the College's software that measures departments' strengths; annual activity reports that need to hefty enough to show you are working and meeting goals.
But sometimes, when you slow down, when you least expect it, you will hear vital feedback.
Here are some unsolicited comments I heard this semester:
- "I love Spanish, but I don't want to major in it."
- "I know a lot of students take all the courses in the Spanish minor except the required intro to linguistics, literature and culture courses. They only want part of the minor: the courses that focus on the language."
- Summarizing several different students' words: students love their Spanish professor, like being in their class, but the course material doesn't resonate with them.
- "The advanced Spanish courses are repetitive. In every class you read and discuss, read and discuss."
Now, what to do?