Department: EPML
Course Title: Intermediate Spanish I
What General Education Goal is this course intended to address? Goal 10
Outcomes
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Required Outcomes for this Goal
(list below)
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Relevant Course/Institutional Components (refer
specifically to course syllabus)
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Specific Assessment
Method for Outcome
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Outcome
1—Demonstrate ability to understand, interpret, and produce both oral and
written communication in a foreign language.
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Speaking:
Example from Ch. 14: From a group of index cards, each pair of students
will draw a situation card and will role-play the situation described.
Example: Partner A is running for election as mayor of Santiago.
B is a reporter who wants to know A’s platform, what he will do if elected,
and how he will improve the city.
Reading: Example
from Ch. 12: Students will read a a Spanish article on Monteverde
Cloud Forest, then will answer 10 questions concerning the text and
discuss how the information may affect them. Listening: Example from Ch. 12: Students will listen to a speaker on a video (or their teacher) reading a Spanish passage on ecology in Costa Rica. They will then answer comprehension and discussion questions on the information they heard. |
Speaking assessment:
students will be graded using a rubric with categories of comprehensibility,
comprehension, pronunciation, use of Chapter 14 vocabulary, function, substance
of conversation.
Tracking: Mean score will be reported. Writing assessment sample:
mean score will be reported. Reading assessment: mean score of reading
comprehension section of each test will be reported.
Listening assessment: mean score of listening comprehension section of each test will be reported. |
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Outcome
2—Demonstrate an understanding of relationships among the products, perspectives,
and practices of the culture(s) studied.
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The
entire course revolves around the understanding of the relationships among
the products, perspectives and practices of the Hispanic cultures.
Class activities, discussions and assignments all have to do with culture.
Such topics as business protocol in the Hispanic world, and cultural sites in specific countries will be included. |
Sample assessment:
Chapter Tests will each include a short answer or mini-essay section on
culture.
Mean score of mini-essay section of each test will be reported. |
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Required Outcomes for
this Goal
(list below)
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Relevant Course/Institutional
Components (refer specifically to course syllabus)
|
Specific Assessment
Method for Outcome
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Outcome
3—Develop insight into the nature of language and culture.
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Sample
activity: Each student will use the target language to write an essay
of 2-3 pages on a particular aspect of Hispanic culture, such as Tango,
Spanish American women politicians, African influence in Cuba. . .
Students will give brief in-class summaries
of their essays. |
Example: Student
essays will be graded using a rubric with the following categories:
Language (grammar, vocabulary), cultural content, correct format. Mean
score will be reported.
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| General Education Criteria | Relevant Course Components |
| 1. Teach a disciplinary mode of inquiry and provide students with practice in applying inquiry, critical thinking, problem solving | Students will role-play with a partner an interview between the executive of a company and a prospective candidate for the company. They will demonstrate chapter vocabulary having to do with jobs and workplace terms, as well as correctly use the grammar structures introduced in Chapter 11. |
| 2. Provide examples of how disciplinary knowledge changes through creative applications of the chosen mode of inquiry. | In small groups students will discuss the environmental problems facing modern Central America. Using vocabulary and grammar (subjunctive tense after impersonal expressions and verbs of emotion) from Chapter 12, they will express their opinions about these problems and decide what can be done to lessen or resolve them. |
| 3. Consider questions of ethical values. | Students will participate in a debate concerning the role of the media
in national and world events, including ethical considerations, rights
and responsibilities, etc.
Vocabulary and grammar from Chapter 14 will be practiced. |
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General Education Criteria
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Relevant Course Components (refer specifically to
course syllabus)
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4. Explore past,
current, and future implications of disciplinary knowledge
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Using
vocabulary and grammar from Chapter 15, students will discuss the role
of technology in society, paying particular attention to the use and functions
of technology in the Hispanic countries, as discussed in the chapter.
How does the Hispanic use of technology compare/contrast with that in the
U.S?
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5. Encourage consideration
of course content from diverse perspectives
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Test
question:Ch. 13: Compare and contrast
university life in Hispanic countries with that in the United States.Discuss
such things as attendance policies, campus life, types of courses required,
sports, extracurricular activities,etc.
Discuss from the Hispanic point of view the advantages and disadvantages
of both systems.
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6. Provide opportunities
for students to increase information literacy through contemporary techniques
of gathering, manipulating, and analyzing information and data
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After
gathering information from the library and from electronic sources, students
will present a 5-7 minute oral report on an approved topic having to do
with Hispanic culture.They must
turn in an outline and list of sources used for the report.
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General Education Criteria
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Relevant Course Components (refer specifically to
course syllabus)
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7. Require at least
one substantive written paper, oral report, or course journal and also
require students to articulate information or ideas in their own words
on tests and exams
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Using
a Spanish word processing program, students will write a three-page essay
on the stereotypes often associated with Hispanics and give recommendations,
suggestions, and advice on how to reduce such stereotypes.
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8. Foster awareness
of the common elements among disciplines and the interconnectedness of
disciplines
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Students
learn, speak, and write about diverse aspects of the history and life of
Spanish and Spanish American people through the grill of another language:
a foreign language course involves elements of history, geography, literature,
business and economics, sociology, education, political science, art, and
music. Ex: Ch. 13--Students will
view slides of paintings from the Mexican muralists as well as examples
of Mexican arquitecture, such as the library of UNAM, that combine murals
with arquitecture. They will discuss the political events influencing the
artistic production of the time and will answer test questions about the
material they have viewed and discussed.
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9. Provide a rationale
as to why knowledge of this discipline is important to the development
of an educated citizen
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Competence in more than one language enables people to look beyond their customary borders and act with greater awareness of self, other cultures, and their own relationships to those cultures. Drawing on the cultural and historical knowledge gained through this course, an educated citizen leader will consider world historical events from a different poiint of view. For example, in Ch. 14, students will examine the 1973 military coup in Chile from the point of view of Spanish Americans as opposed to the U.S. version of what happened. |