Executive Summary

Request for Authorization to Implement Undergraduate Minor in Chinese Language

Requested by Department of East Asian Studies, College of Humanities

CIP Code 16.0301 Chinese Language and Literature

Purpose of Program China, along with South Korea and Japan, reflects the economic vitality of the East Asian region, and has seen significant growth in international commercial enterprises. Among other factors, the sheer number of people in China gives the country importance in business, and the country is also strategically important as well. Given the prominent rise of the Chinese middle class, the ever-growing importance of China in the business sphere, and the country’s strategic military and political value, knowledge of Chinese language and culture has become an asset for employability across a large number of fields, including those relating to business and economics, science and technology, communication and education.

For decades East Asian Studies (EAS) has had two options for students wishing to complete a Chinese Studies minor—one a more general 18-unit minor and one a 20-unit minor consisting entirely of language coursework. The department has learned, however, that it is necessary to separate these two paths into separate minors, because a given minor may not have two tracks with different numbers of required units. The addition of this Chinese Language minor will maintain an opportunity that has existed for many years, allowing students whose primary interest is in the language to focus on those courses exclusively. The proposed minor parallels a recently approved option for students interested in Korean, who can complete a similarly structured Korean Language minor.

The minor requires 20 units of Chinese language coursework.

Students who have completed the Chinese Language minor will demonstrate success in meeting the following learning outcomes:

1. Demonstrate a basic understanding of Chinese culture and howChinese culture is linked to language use.

2. Express themselves effectively in written and verbal Chinesecommunication, at a minimum proficiency level of Intermediate Midon the American Council on the Teaching of Foreign Languages(ACTFL) scales for Speaking, Writing, Listening and Reading.

3. Identify, locate, and evaluate sources for the study of Chineselanguage.

5-year projected annual enrollment

1st year 2nd year 3rd year 4th year 5th year

50 50 50 50 50

Source(s) of Funding -No additional faculty anticipated

-No budgetary impact anticipated

Approvals: ABOR N/A Undergraduate Council Graduate Council N/A CAAC Provost’s Council Faculty Senate

4/10/18

3/27/184/16/185/7/18

NEW ACADEMIC PROGRAM –REQUEST FORM

I. PROGRAM NAME, DESCRIPTION AND CIP CODE

A. PROPOSER’S NAME, TITLE, EMAIL AND PHONE NUMBER Albert Welter; Head, East Asian Studies; awelter@email.arizona.edu; 621-5480

B. PROPOSED PROGRAM NAME AND DEGREE(S) TO BE OFFERED – for PhD programs indicate whether a terminal Master’s degree will also be offered. Indicate whether a minor will also be offered and provide the curriculum as an addendum to the proposal.

Undergraduate minor in “Chinese Language”

C. CIP CODE – go to the National Statistics for Education web site

(http://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55) to select an appropriate CIP Code or contact Martin Marquez (martinmarquez@email.arizona.edu) for assistance. 16.0301 Chinese Language and Literature

D. DEPARTMENT/UNIT AND COLLEGE – indicate the managing dept/unit and college

for multi- interdisciplinary programs with multiple participating units/colleges.

Department of East Asian Studies, College of Humanities

Campus and Location Offering – indicate by highlighting in yellow the campus(es) and location(s) where this program will be offered. UA South Campus UA Main UA Online Sierra Vista Tucson Online Douglas UA Downtown Mesa Distance Campus Pima CC East Phoenix Biomedical Campus Chandler Pinal County Phoenix Paradise Valley Santa Cruz Yuma UA Science and Tech Park

II. PURPOSE AND NATURE OF PROGRAM–describe the purpose and nature of your proposed program. Compare and contrast the purpose and nature of your proposed program to similar programs at two peer institutions. Complete the appropriate comparison chart to assist you. List of UA peer institutions can be found here. Comparison of additional relevant programs may be requested. For decades East Asian Studies (EAS) has had two options for students wishing to complete a Chinese minor—one a more general 18-unit minor and one a 20-unit minor consisting entirely of language coursework. The department has learned, however, that it is necessary to separate these two paths into separate minors, because a given minor may not have two tracks with different numbers of required units. The addition of this Chinese Language minor will maintain an opportunity that has existed for many years, allowing students whose primary interest is in the language to focus on those courses exclusively. The proposed minor parallels a recently approved option for students interested in Korean, who can complete a similarly structured Korean Language minor.

III. PROGRAM REQUIREMENTS list the program requirements, including minimum number of credit hours, required core, electives, and any special requirements, including subspecializations, subplans, theses, internships, etc. on the appropriate comparison chart. Use your completed comparison chart to explain how your requirements are: 1. similar and 2. unique from the compared public institutions.

Complete 20 units from: CHN 101 CHN 102 CHN 201 CHN 202 CHN 301 CHN 302 CHN 415 CHN 417 CHN 422 CHN 423 1) Like the University of Maryland minor, this proposed UA minor focuses on

language courses. 2) While the proposed UA minor involves all language classes taught in Chinese,

Maryland has at least one class that involves readings in English (CHIN 441), and 40% of the North Carolina coursework comes from courses taught in English. (The North Carolina minor is more similar to UA’s Chinese Culture option.) Both the University of Maryland and the University of North Carolina

require a minimum of 15 units, rather than 20, but potentially with more upper-division coursework.

A. CURRENT COURSES AND EXISTING PROGRAMS -- list current courses and existing

university programs which will give strengths to the proposed program. If the courses listed belong to a department that is not a signed party to this implementation request, please obtain the department head’s permission to include the courses in the proposed program and information regarding accessibility to the course(s) for students in the proposed program. Include the course prefix, course number, number of units, title, and course description.

Students will take 20 units of Chinese language. Currently, the following courses are available: CHN 101 – Elementary Chinese (5 units) Introduction to modern spoken and written Chinese (Mandarin) for non-native speakers. Native speakers may not take this course. CHN 102 – Elementary Chinese (5 units) Introduction to modern spoken and written Chinese (Mandarin) for non-native speakers. Native speakers may not take this course. CHN 201 – Intermediate Modern Chinese (5 units) Grammar, reading, and conversation in the modern (Mandarin) language for non-native speakers. Native speakers may not take this course. CHN 202 – Intermediate Modern Chinese (5 units) Grammar, reading, and conversation in the modern (Mandarin) language for non-native speakers. Native speakers may not take this course.

CHN 301 – Third-Year Chinese I (3 units) Advanced conversation, grammar, reading and writing in modern Chinese for non-native speakers. Native speakers may not take this course. CHN 302– Third-Year Chinese II (3 units) Advanced conversation, grammar, reading and writing in Modern Chinese for non-native speakers. Native speakers may not take this course. CHN 415 – Advanced Modern Chinese (3 units) Study of advanced modern (Mandarin) Chinese through readings in social science texts for non-native speakers. Native speakers may not take this course.

CHN 417 – Advanced Modern Chinese (3 units) Study of advanced modern (Mandarin) Chinese through readings in modern literature for non-native speakers. Native speakers may not take this course. CHN 422 – Introduction to Classical Chinese (3 units) Introduction to pre-20th-century Chinese styles through readings in classical Chinese literature. CHN 423 – Intermediate Classical Chinese (3 units) Introduction to Confucian, Taoist, and legalist/military philosophical texts.

B. SPECIAL CONDITIONS FOR ADMISSION TO/DECLARATION OF THIS MAJOR-explain in detail the criteria to join this major, including GPA requirements, completion of courses prior to declaration, application process, interviews, etc. These conditions must be approved by faculty governance to be enforced. N/A

C. NEW COURSES NEEDED -- list any new courses which must be added to initiate the

program; include a course prefix, number, title, catalog description and number of units for each of these courses. N/A

REQUIREMENTS FOR ACCREDITATION -- describe the requirements for accreditation if the program will seek to become accredited. Assess the eligibility of the proposed program for accreditation. N/A

IV. STUDENT LEARNING OUTCOMES AND ASSESSMENT A. STUDENT OUTCOMES -- describe what students should know, understand, and/or

be able to do at the conclusion of this program of study.

Students who have completed the Chinese Language minor will demonstrate success in meeting the following learning outcomes:

1. Demonstrate a basic understanding of Chinese culture and how Chinese culture is linked to language use.

2. Express themselves effectively in written and verbal Chinese communication, at a minimum proficiency level of Intermediate Mid on the American Council on the Teaching of Foreign Languages (ACTFL) scales for Speaking, Writing, Listening and Reading.

3. Identify, locate, and evaluate sources for the study of Chinese language.

B. STUDENT ASSESSMENT -- provide a plan for assessing intended student outcomes 1) while the students are in the program and 2) after they have completed the degree.

Assessment activities include: group and individual projects, quizzes and exams, presentations and class discussions. A mapping of the courses and how they contribute to the student outcomes is represented in the table below (shading indicates the course contributes to the outcome). For students taking higher level courses, all three outcomes are incorporated in each course. Those students would achieve a higher proficiency rating on the ACTFL scales, typically attaining Intermediate High by the end of the 6th semester of study.

Outcome 1 Outcome 2 Outcome 3

CHN 101

Students attain Novice Mid proficiency.

CHN 102

Students attain Novice High proficiency.

CHN 201

Students attain Intermediate Low proficiency.

CHN 202

Students attain Intermediate Mid proficiency.

V. STATE'S NEED FOR THE PROGRAM A. HOW DOES THIS PROGRAM FULFILL THE NEEDS OF THE STATE OF ARIZONA AND

THE REGION? -- INCLUDE AN EXPLANATION OF THE PROCESS OR SOURCE FOR ARRIVING AT ALL NUMBERS USED IN THIS SECTION

1. Is there sufficient demand for the program? Provide student data indicating demand.

The Department of East Asian Studies has offered this option as part of its Chinese Studies minor for many years with solid enrollments. There are currently 99 Chinese Studies minors. Assuming that half are focusing on language, we would expect approximately 50 Chinese language minors once the new minor is created. (Advisor feedback suggests that half or more of the current minors are focusing on the language track.) As part of the ADVIP Clean-Up project, we were told that a single minor could not have 2 different paths with different numbers of units. Because of this, the department will rename the existing Chinese Studies minor, calling it “Chinese Culture”, to distinguish it from this Chinese Language minor. An existing 18-unit option, with a minimum of 9 upper division units, will then be the only option for Chinese Culture. A separate request to modify the existing minor will be submitted.

1. What is the anticipated student enrollment for this program? Complete the following table. How did you arrive at these numbers? The current number of minors (99) is typical of the number in the program over the past several years, and we do not expect that making this option an official minor will increase or decrease the number of students.

5-YEAR PROJECTED ANNUAL ENROLLMENT

1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Minors

50 50 50 50 50

2. What is the local, regional and national need for this program? Provide

market analysis data or other tangible evidence of the need for and interest in this program This might include results from surveys of current students, alumni, and/or employers or reference to student enrollments in similar programs in the state or region. Include an assessment of the employment opportunities for graduates of the program during the next three years.

China, along with South Korea and Japan, reflects the economic vitality of the East Asian region, and has seen significant growth in international commercial enterprises. Among other factors, the sheer number of people in China gives the country importance in business, and the country is also strategically important as well. Given the prominent rise of the Chinese middle class, the ever-growing importance of China in the business sphere, and the country’s strategic military and political value, knowledge of Chinese language and culture has become an asset for employability across a large number of fields,

including those relating to business and economics, science and technology, communication and education.

3. Beginning with the first year in which degrees will be awarded, what is

the anticipated number of degrees that will be awarded each year for the first five years? Complete the following table. Explain anticipated attrition rates.

PROJECTED DEGREES AWARDED ANNUALLY

1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Degrees (minors)

20 20 20 20 20

VI. APPROPRIATENESS FOR THE UNIVERSITY -- – Explain how the proposed program is consistent with the UA mission and strategic direction. Why is the UA the most appropriate location within the Arizona University System for the proposed program? Explain how this proposed program is consistent with the College strategic plan. Refer to the website here regarding UA’s mission and strategic plan.

Transforming this existing track in the Chinese Studies minor into a separate Chinese Language minor will more accurately reflect what students are studying. A minor in this area is appropriate because UA is the premier East Asian Studies department in Arizona, and indeed, in the southwestern US. China has long been an integral part of the East Asian region. Its historical prominence has continued into the modern era, and it has a robust economy, with political influence that has had major impacts internationally. VII. EXISTING PROGRAMS WITHIN THE ARIZONA UNIVERSITY SYSTEM

A. ARIZONA UNIVERSITY SYSTEM – list all similar programs at the same academic level

(Bachelor's, Master's, Doctoral) currently offered in the Arizona University System. Use the table below. Additional rows may be added, as needed.

Program Name

Degree

Type

Number of

Students Enrolled

LOCATION

University & Site

PROGRAM ACCREDITATION?

YES/NO

Asian Languages (Chinese)

Minor unknown ASU, Tempe No

Curricular Affairs (and the Graduate College for graduate programs) will determine if you are required to complete a comparison chart to discuss the ways in which the proposed program differs from University of Arizona programs.

VIII. EXPECTED FACULTY AND RESOURCE REQUIREMENTS

A. FACULTY

1. Current Faculty -- List the name, rank, highest degree, primary department and estimate of the level of involvement of all current faculty members who will participate in the program. If proposed program is at the graduate level, also list the number of master's theses and doctoral dissertations each of these faculty members have directed to completion. Attach a brief vita for each faculty member listed. Wenhao Diao: Assistant Professor, East Asian Studies, , Ph.D. Wenhao Diao is currently an Assistant Professor in the Department of East Asian Studies and an affiliated faculty member in the interdisciplinary graduate program of Second Language Acquisition and Teaching at the University of Arizona. She received her Ph.D. from Carnegie Mellon University and her B.A. and M.A. from East China Normal University. As an applied linguist, she is particularly interested in the intersection of language and culture. Her research deals with the socio -linguistic and -cultural aspects of language learning and use. She has primarily focused on the phenomenon of study abroad -- particularly going to and from China. She also studies the linguistic and discursive construction of identity among these learners and their Chinese hosts (such as gender, place, and youth). Her work has been funded by the U.S. Department of Education and the Chinese Language Teachers Association (USA). Her articles have appeared on journals such as Applied Linguistics, Modern Language Journal, System, and so on. She also co-guest edited a special issue for the L2 Journal themed Study Abroad in the 21st Century. Prior to joining the University of Arizozna, she has taught at Middlebury College, Carnegie Mellon University, the University of Virginia, and East China Normal University. Scott Gregory: Assistant Professor, East Asian Studies, Ph.D. Scott Gregory is a scholar of Chinese literature, with special interest in late imperial vernacular fiction and its intersection with the culture of print. He is currently working on a book manuscript concerning different manifestations of the sixteenth-century work The Water Margin and the reading practices surrounding them. He has also published on how novels of the Ming Dynasty conceived of their own historical era. He obtained his

PhD from Princeton University in 2012. Before coming to Arizona, he spent two years as a visiting fellow at the National University of Singapore. He has also lived in Taipei and Kyoto. Hongyi Zia: Instructor, East Asian Studies, Ph.D. Teaches elementary Chinese and intermediate Chinese courses. She obtained her PhD from the University of Arizona in 2017. Her research interests include Chinese linguistics and Chinese pedagogy. Feng-Hsi Liu: Professor, East Asian Studies, Ph.D. Teaches Chinese linguistics and language. Research interests are primarily in three areas: syntax-semantics interface, word order variation, and

second language acquisition of semantic concepts. Xia Zhang: Instructor, East Asian Studies, M.A. Joined U of A in 2007 after receiving her M.A. in Teaching Chinese as a Foreign Language from the University of Iowa. She also earned her M.A. in Contemporary Chinese Literature and B.A. in Chinese Language and Literature from Beijing Normal University, China. She currently teaches Chinese 102 and 201 courses, and supervises graduate teaching assistants.

2. Additional Faculty -- Describe the additional faculty needed during the next three years for the initiation of the program and list the anticipated schedule for addition of these faculty members.

None needed.

3. Current and Projected Major headcount – give the current and projected

(next three years) headcount of your undergraduate and graduate students enrolled in your existing degree/major programs. Add rows to the table, as needed.

Program name(s) (include subplans, if applicable)

Current enrolled headcount

Year 1 Projected

Year 2 Projected

Year 3 Projected

EAS BA– Chinese Culture Intensive

5 5 5 5

EAS BA– Chinese Language Intensive

28 28 28 28

EAS BA– Japanese Culture Intensive

28 28 28 28

EAS BA– Japanese Language Intensive

55 55 55 55

EAS BA-- Unspecified

5 5 5 5

EAS MA 12 12 12 12

EAS PhD 37 37 37 37

1. Current and Projected Faculty FTE-give the present and projected (next three years) Faculty FTE in the department or unit in which the proposed program will be offered (include all instructional faculty).

Current Faculty FTE

Year 1 Projected

Year 2 Projected

Year 3 Projected

22 22 22 22

B. LIBRARY

1. Acquisitions Needed -- Describe additional library acquisitions needed during the next three years for the successful initiation of the program.

None

C. PHYSICAL FACILITIES AND EQUIPMENT

1. Existing Physical Facilities -- Assess the adequacy of the existing physical

facilities and equipment available to the proposed program. Include special classrooms, laboratories, physical equipment, computer facilities, etc.

Sufficient facilities are already in place.

2. Additional Facilities Required or Anticipated -- Describe physical facilities and equipment that will be required or are anticipated during the next three years for the proposed program. N/A

D. OTHER SUPPORT

1. Other Support Currently Available -- Include support staff, university and

non-university assistance. EAS employs a .75 FTE secretary and also utilizes the services of the School of International Languages, Literatures and Cultures business team. A faculty advisor in the department advises both majors and minors. COH advising staff handle the more general aspects of advising for these students (General Education, petitions, degree checks, etc.).

Other Support Needed, Next Three Years -- List additional staff needed and other assistance needed for the next three years. N/A

IX. FINANCING

A. SUPPORTING FUNDS FROM OUTSIDE SOURCES --List. N/A

B. BUDGET PROJECTIONS FORM -- Complete the budget projections form describing the current departmental budget and estimating additional costs for the first three years of operation for the proposed program. Please note that these costs for each year are incremental costs, not cumulative costs. Include in this budget the anticipated costs for support for instruction, administration of the program, graduate students, marketing, the support discussed in Section VI-D.2, and any other costs that will be needed. No budgetary impact, as this minor is already offered.

X. OTHER RELEVANT INFORMATION XI. DIVERSITY AND INCLUSION:

A. How will you recruit diverse students and faculty to this program? Chinese and Japanese language courses attract numerous students from East Asia wanting to learn languages of neighboring countries. Students from East Asian heritage backgrounds also frequently and enroll in these courses. In recent years, a number of our students have been of Hispanic origin as well. We recruit heavily for this minor among all students who take a Chinese language placement test and/or are enrolled in any Chinese language class. In addition, we encourage students in our Tier 1 and Tier 2 courses to consider further study of East Asia. These courses generally

count towards the Gen Ed Diversity requirement and tend to attract a diverse student body.

Comparison chart of peer institutions with Chinese minors

Program name, certificate or minor, institution

Proposed UA Program: University of Maryland University of North Carolina

Current# of enrolled students

N/A N/A

Minor/certificate program description

The Chinese Language minor requires the completion of at least 20 units in Chinese language. At least 10 of these units must be taken at the University of Arizona.

The 15-credit minor in Chinese language can be earned through an array of courses that range from intermediate speaking to modern Chinese fiction.

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Target careers Business, education, communication

Not specified, but target careers for majors are said to

be: East Asia-related

careers in such fields as higher education, the arts, business, government, international relations, agriculture, or the media.

Not specified

Total units required to complete certificate/minor

20 15 15-16

Upper -division units required

0 9 3

Total transfer units that may apply to minor/certificate

10 Not specified 6-7

List any special requirements to declare or gain admission to this minor/certificate (completion of specific coursework, minimum GPA, interview, application, etc.)

N/A N/A N/A

Minor/ certificate requirements (list all required coursework including core and electives). Courses listed must include course prefix, number, units, and

20 units chosen from: CHN 101 – Elementary Chinese (5) CHN 102 – Elementary Chinese (5) CHN 201 – Intermediate Modern Chinese (5) CHN 202 – Intermediate Modern Chinese (5)

15 units chosen from CHIN 201 or higher level courses: CHIN 201 Intermediate Spoken Chinese I (3) CHIN 202 Intermediate Written Chinese I (3) CHIN 301 Advanced Chinese I (3)

3 language courses chosen from the following (9-10 total units): CHIN 204 Intermediate Chinese II (4 units) CHIN 212 Intermediate Written Chinese (3) CHIN 305 Advanced Chinese I (3) CHIN 306 Advanced Chinese II (3) CHIN 313 Advanced Written Chinese (3)

title. Mark new coursework (New).

CHN 301 – Third-Year Chinese I (3) CHN 302– Third-Year Chinese II (3) CHN 415 – Advanced Modern Chinese (3) CHN 417 – Advanced Modern Chinese (3) CHN 422 – Introduction to Classical Chinese (3) CHN 423 – Intermediate Classical Chinese (3)

CHIN 306 Life in China through TV Plays I (3) CHIN 401 Readings in Modern Chinese I (3) CHIN 411 Business Chinese I (3) CHIN 441 Traditional Chinese Fiction (3) CHIN 499 Directed Study in Chinese (1-3)

CHIN 407 Readings in Modern Chinese I (3) CHIN 408 Readings in Modern Chinese II (3) CHIN 414 Advanced Reading and Composition (3) CHIN 440 Advanced Chinese Grammar (3) CHIN 441 Chinese-English Translation and Interpreting (3) CHIN 442 Modern Chinese Society (3) CHIN 443 Business Communication in Chinese (3) CHIN 490 Topics in Chinese Literature and Language (3) CHIN 510 Introduction to Classical Chinese (3) CHIN 511 Literary Chinese (3) CHIN 525 Ancient Philosophers and Their Modern Reincarnation (3) CHIN 532 Modernizing the Chinese Language (3) CHIN 590 Advanced Topics in Chinese Literature and Language (3) CHIN 631 Writing Chinese (in) America: Advanced Studies of a Foreign Literature from United States Homeland (3) 2 courses from the following (6 units) ASIA 52 First-Year Seminar: Food in Chinese Culture 1 (3) ASIA 55 First-Year Seminar: Kung-Fu: The Concept of Heroism in Chinese Culture 1 (3) ASIA 65 First-Year Seminar: Philosophy on Bamboo: Rethinking Early Chinese Thought 1 (3) ASIA 453 Global Shangri-La: Tibet in the Modern World (3) ASIA/WGST 56 First-Year Seminar: Writing Women in Modern China 1, H (3) CHIN 150 Introduction to Chinese Civilization (3) CHIN 231 Chinese Literature in Translation through the T'ang (3) CHIN 232 Chinese Literature in Translation since the Sung (3) CHIN 242 Chinese Qin Music (3) CHIN 244 Introduction to Modern Chinese Culture through Cinema (3) CHIN 252 Introduction to Chinese Culture through Narrative (3) CHIN 253 Chinese Language and Society (3) CHIN 255 Bandit or Hero: Outlawry in Chinese Literature and Films (3) CHIN 342 The Rise of China: A Global and Multidisciplinary Approach (3)

CHIN 346 History as Fiction or Fiction as History? Early Chinese History in Film and Literature (3) CHIN 354 Chinese Culture through Calligraphy (3) CHIN 356 Chinese Environmental Literature (3) CHIN 361 Chinese Traditional Theater (3) CHIN 367 Illustration and the Animation of Text (3) CHIN 463 Narrative Ethics in Modern China (3) CHIN 464 The City in Modern Chinese Literature and Film (3) CHIN 531 The Chinese Zither in Poetry and Painting (3) CHIN 551 Chinese Poetry in Translation (3) CHIN 552 Chinese Prose in Translation (3) CHIN 562 Contemporary Chinese Urban Culture and Arts (3) CHIN 563 Post-Mao Chinese Literature in Translation (3)

Internship, practicum, applied course requirements (yes/no). If yes, provide description.

N/A N/A N/A

Additional requirements (provide description)

N/A N/A No more than one 1st-year seminar may count towards the minor. Placement credit may not be used to meet minor requirements.

*Note: comparison of additional relevant programs may be requested.