Specific Requirements for the World Languages - Spanish Major
In addition to the courses listed below, Spanish majors must also meet the following requirements:
- A senior assessment portfolio.
- A minor or a second major.
- Completion of the oral and written proficiency exams and of the graduating-senior survey.
- At least one upper-division SPN course must emphasize Latin America, one Spain.
Study abroad is strongly encouraged, especially for students planning to teach.
|SPN 101||Beginning Spanish I||3|
|SPN 102||Beginning Spanish II||3|
|SPN 201||Intermediate Spanish I||3|
|SPN 202||Intermediate Spanish II||3|
|SPN 203||Intermediate Proficiency Building||3|
|SPN 301||Spanish Grammar in Context||3|
|SPN 303||Spanish Phonetics and Phonology||3|
|or SPN 309||Intro to Hispanic Linguistics|
|Select one of the following:||3|
|Conv & Comp: Mexico & Central Amer|
|Conv & Comp: South America|
|Conv & Comp: Caribbean|
|Conv & Comp: Spain|
|Conv & Comp: U.S. Latinx|
|SPN 370||Intro to Literature and Culture||3|
|Select four upper-level electives, of which at least two must be 400-level||12|
|Minor or Second Major||20-37|
The general education requirement for graduation includes a total of 35 semester credits in two categories: Skills Component and Knowledge Component. Please see the General Education Requirement section under Academic Policies for more information.
Student Learning Outcomes for Spanish Majors
Spanish Majors will achieve a level of proficiency in Spanish communication skills (listening, speaking, reading, and writing) and in the understanding of Hispanic cultures sufficient to allow them to function effectively in careers in teaching, business, the media, government, the arts, etc.
These outcomes will be achieved by showing proficiency in the 5 C’s:
- Communication: The communication standard stresses the use of Spanish for communication in “real life” situations. It emphasizes “what students can do with language” rather than “what they know about language.” Students are asked to communicate in oral and written form, to interpret oral and written messages, to show cultural understanding when they communicate, and to present oral and written information to various audiences for a variety of purposes.
- Cultures: Cultural understanding is an important part of Spanish language education. Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student’s native culture. Students become better able to understand other people’s points of view, ways of life, and contributions to the world.
- Connections: Spanish-language instruction must be connected with other subject areas. Content from other subject areas is integrated with Spanish-language instruction through lessons or courses that are developed around themes common to other subject areas.
- Comparisons: Students are encouraged to compare and contrast Spanish language and cultures with their own. They discover patterns, make predictions, and analyze similarities and differences across languages and cultures. Students often come to understand their native language and culture better through such comparisons.
- Communities: Extending learning experiences from the Spanish-language classroom to the home and multilingual and multicultural community emphasizes living in a global society. Activities may include: field trips; use of e-mail and the Internet; participation in clubs, exchange or study-abroad programs, and cultural activities; school-to-work opportunities; and opportunities to hear speakers of Spanish at the University and in the classroom.
Outcomes Assessment Activities
Assessment of the world languages program is the responsibility of the World Languages Program Assessment Committee, consisting of the Program Director for World Languages and three other faculty members. The committee’s annual reports evaluating the program and proposing any needed changes are compiled from the following information:
- A central file of course syllabi with representative assignments is maintained by the department for inspection by the committee and other qualified persons.
- Faculty advisers monitor each student’s progress towards completing major requirements and meeting the program goals listed in the catalog. Advisers report any problems or deficiencies in the program encountered by the students to the program assessment committee through the associate chair.
- All Spanish majors produce a senior assessment portfolio emphasizing professional standards and sharpening the proficiency skills students have acquired in their Spanish courses. Students work in conjunction with an adviser to complete the project and submit it to the Program Assessment Committee for review.
- Oral and written exit exams evaluate proficiency in listening, speaking, reading, and writing as well as understanding of Hispanic culture.
- The Program Assessment Committee reviews the senior portfolios and the results of the exit exam on an annual basis and prepares an analysis of what is revealed about the program’s success.
- The Program Assessment Committee administers a student-satisfaction questionnaire to all senior world languages majors and minors each year. A similar questionnaire is sent to recent graduates on a periodic basis.
- The Program Assessment Committee monitors the world languages curricula at leading comparable institutions and apprises the department of innovations worthy of consideration.