University Curriculum Committee Course Proposal Form
for Courses Numbered 0001 – 4999
Note: Before completing this form, please carefully read the accompanying instructions.
Submission guidelines are posted to the UCC Web site: www.ecu.edu/cs-acad/fsonline/cu/curriculum.cfm
1. Course Prefix and Number:
FORL 1662
2. Date:
December 4th, 2013
3. Requested Action (Check only one type):
x
New Course
Revision of Active Course
Unbanking and Revision of a Banked Course
Renumbering of Existing Course from
#
to
#
4. Method(s) of Delivery (Check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years.):
Current or
Proposed Delivery
Method(s):
x
Expected
Future Delivery
Method(s):
x
On-campus (face-to-face)
Distance Course (face-to-face off campus)
Online (delivery of 50% or more of the instruction is offered online)
5. Justification for new course, revision, unbanking, or renumbering (Explain why your unit
wishes to offer the course, identify the gap, describe how the course responds to the assessment
of student learning, and identify who was involved in the assessment of the program. Indicate
that faculty voted on and approved the curricular changes.):
In the course of assessing our programs to better aligned them with UNC’s new strategic plan and with
ECU’s new mission statement, the Hispanic Studies Faculty determined that currently we offer no course
for the general ECU population that fulfills the Global and Cultural Awareness objectives present both in
the UNC’s strategic plan (OTOF) and ECU’s mission . To fill this gap, the Hispanic Studies faculty
developed and voted the course proposal for FORL 1662. The Hispanic Studies faculty presented the
course proposal for consideration to the Foreign Languages and Literatures faculty. The Foreign On
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November 8th, 2013 the Foreign Languages and Literatures faculty voted in favor of this course proposal.
6. Course description exactly as it should appear in the next catalog:
FORL 1662—Introduction to Hispanic Studies
3 FC:HU GD
May not count toward SPAN major or minor. May not count toward foreign language requirement.
Conducted in English; no knowledge of other languages required. Exploration of the field of Hispanic
Studies through an examination of film, literature, and media.
7. If this is a course revision, briefly describe the requested change:
n/a
8. Identify if the new/revised course will be a required and/or elective course in one of the
degrees/minors/certificates offered by your unit.
Is this course required (yes/no)?
no
Is this course an elective (yes/no)?
9. If writing intensive (WI) credit is requested, the Writing Across the Curriculum
(WAC) Committee must approve WI credit prior to consideration by the UCC.
yes
Has this course been approved for WI credit (yes/no/NA)?
n/a
If Yes, will all sections be WI (yes/no/NA)?
n/a
10. If service-learning (SL) credit is requested, the University Service-Learning Committee
(USLC) must approve SL credit prior to consideration by the UCC.
Has this course been approved for SL credit (yes/no/NA)?
n/a
If Yes, will all sections be SL (yes/no/NA)?
n/a
11. If foundations curriculum (FC) credit is requested, the Foundations Curriculum and
Instructional Effectiveness (FCIE) Committee must approve FC credit prior to
consideration by the UCC.
If FC credit has been approved by the FCIE committee, then check the appropriate box
(check at most one):
x
English (EN)
Science (SC)
Humanities (HU)
Social Science (SO)
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Fine Arts (FA)
Mathematics (MA)
Health (HL)
Exercise (EX)
12. Approval by the Council for Teacher Education (required for courses affecting teacher
education programs):
x
Not Applicable
Applicable (CTE has given their approval)
13. Course Credit:
Per Week
or
Per Term
=
Credit Hours
Lab
Per Week
or
Per Term
=
Credit Hours
s.h.
Studio
Per Week
or
Per Term
=
Credit Hours
s.h.
Practicum
Per Week
or
Per Term
=
Credit Hours
s.h.
Internship
Per Week
or
Per Term
=
Credit Hours
s.h.
Lecture Hours
3
s.h.
3
Other (e.g., independent study):
s.h.
Total Credit Hours
14. Anticipated yearly student enrollment:
s.h.
3
150
15. Affected Degrees or Academic Programs:
Degree(s)/Course(s)
Change in Degree Hours
n/a
n/a
n/a
n/a
16. Overlapping or Duplication with Affected Units or Programs:
x
Not Applicable
Applicable (Notification and/or Response from Units Attached)
17. Instructional Format(s):
x
Lecture
Technology-mediated
Lab
Seminar
Studio
Clinical
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Practicum
Colloquium
Internship
Other (describe below):
Student Teaching
18. Statements of Support:
Please attach a memorandum, signed by the unit administrator, which addresses the
budgetary and personnel impact of this proposal.
x
Current personnel is adequate
Additional personnel are needed (describe needs below):
x
Current facilities are adequate
Additional facilities are needed (describe needs below):
x
Initial library resources are adequate
Initial resources are needed (give a brief explanation and estimate for cost of acquisition
of required resources below):
x
Unit computer resources are adequate
Additional unit computer resources are needed (give a brief explanation and an
estimate for the cost of acquisition below):
x
ITCS Resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
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Describe any computer or networking requirements of this program that are not
currently fully supported for existing programs (Includes use of classroom, laboratory,
or other facilities that are not currently used in the capacity being requested).
Approval from the Director of ITCS attached
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19. Course Syllabus Information:
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country. Indicate whether text is required or optional. Include ISBN.

Students must buy:
Allende, Isabel. The House of Spirits: A Novel. Trans. Magda Dogin. New York: Random House,
2005. ISBN 13 978-0553383805. (Required).

Other readings distributed to students via hard copy and/or through ECU’s course management
system:
Chapters or selections from books:
Allende, Isabel. My Invented Country. A Memoir. New York: Harper Collins, 2004. ISBN:
0060545674. (Required).
Aznar, José María. Cartas a un joven español. Barcelona: Planeta, 2007. (Translation of selected
letters provided by instructor). ISBN 9504918964. (Required).
Bergard, Laird W. and Herbert S. Klein. “Population Growth and Dispersion, 1980-2005.” Hispanics
in the United States. A Demographic, Social, and Economic History, 1980-2005. Cambridge:
Cambridge UP, 2010. 63-98. ISBN 9780521889537. (Required).
Columbus, Christopher. The Diario of Christopher Columbus's first voyage to America, 1492-1493.
Norman : University of Oklahoma Press, 1989. ISBN 0806121017. (Required).
Gracia, Jorge J.E. “What Should We Call Ourselves?” Hispanic/Latino Identity. A Philosophical
Perspective. Malden: Blackwell, 2000. 1-26. ISBN 0631-217630. (Required).
Las Casas, Bartolomé de. An Account Much Abbreviated of the Destruction of the Indies, with Related
Texts. Indianapolis: Hackett, 2003. ISBN 0872206254. (Required).
Mignolo, Walter D. “Introduction.” The Idea of Latin America. Oxford: Blackwell, 2005. ISBN
1405100869. (Required).
Pope, Randolph D. “The Spanish American Novel from 1950 to 1975.” The Cambridge History of
Latin American Literature. Ed. Roberto González Echevarría and Enrique Pupo-Walker. Cambridge:
Cambridge U P, 1996. 226-242. ISBN 0521340705. (Required).
Shaw, Donald L. The Post-Boom in Spanish American Fiction, Saratoga Spring: SUNY Press, 1998.
3-25. ISBN 0791438260. (Required).
Silverblatt, Irene. “The Black Legend and Global Conspiracies: Spain, the Inquisition, and the
Emerging Modern World”. Rereading the Black Legend. Ed. Margaret Greer, Walter Mignolo and
Maureen Quilligan. The U of Chicago P, 2008. 99-117. ISBN 0226307220. (Required).
Schwartz, Adam. “Mockery and Appropriation of Spanish in White Spaces: Perceptions of Latinos in
the United States.” The Handbook of Hispanic Sociolinguistics. Ed. Manuel Díaz-Campos. Malden
MA: Wiley-Blackwell, 2011. 646-663. ISBN 1405195002. (Required).
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Stavans, Ilan. “Introduction: La jerga loca.” Spanglish. The Making of a New American Language.
New York: Harper Collins, 2003. 1-61. ISBN 0060087765. (Required).
Journal Articles:
Callahan, Laura. “Native Speakers Attitudes Toward the Use of Non-Native Speaker. From George W
to J. Lo.” Southwest Journal of Linguistics. 23:1 (2004). 1-28. ISBN B0027OWYUQ. (Required).
Films:
También la lluvia (2010). Dir. Icíar Bollacín. (Required).
Isabel Allende: Tales of Passion. (Required).
The House of Spirits (1993). Dr. Billy August. (Required).
PBS Latino Americans Episode 1. (Required).
Real Women Have Curves (2002). Dir. Patricia Cardoso. (Required)
b. Course objectives for the course (student – centered, behavioral focus)
Upon completion of this course, students will:
Be able to conduct research in the field of Hispanic Studies. They will be able to:
1. Formulate research questions related to Hispanic studies.
2. Identify and search both print and electronic bibliographic indexes, locate resources in the library,
and read widely about Hispanic studies.
3. Incorporate information gained from secondary sources into their own research.
4. Show familiarity with the field of Hispanic Studies.
5. Describe aspects of Hispanic Studies learned in the course.
6. Know how to carry out independent research in the field of Hispanic Cultures and Literatures.
Be culturally competent. They will be able to:
1. Appreciate cultural differences between their own culture and Hispanic cultures on a broad range
of topics
2. Identify and appreciate the values and perspectives of Hispanic cultures
3. Compare and contrast their own culture with Hispanic cultures in written presentations.
4. Interpret Hispanic texts that they view, read or hear about a variety of subjects related to topics
examined in the course or in their own research.
5. Analyze Hispanic texts that they view, read or hear about topics for which they have conducted
research.
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c. Course topic outline
Topics will vary depending on assigned instructor 's expertise. Topics will be among others:









Appreciation of Spanish and Latin American Literature
Colonialism/Colonization
Convivencia
Language and Authority
Past and Future of Spanish in the Americas
Representations of Race, Class and Gender in Spanish and Latin American Texts.
Society and the Writer
Transatlantic Dialogues in Hispanic Literature
Women in Spanish and Latin American Literature
What follows is the development of three of these topics into units during one semester. The number and content of
units might change according to instructor’s expertise.
FORL 1662—INTRODUCTION TO HISPANIC STUDIES—TENTATIVE WEEKLY ASSIGNMENTS
WEEK
TOPICS
READINGS
HUM
GD
GOAL
GOAL
1, 3
1, 2
1, 2, 3
1, 2
Unit 1: Spanish Colonialism: The Past as Present
1
What the Spaniards saw when
they arrived and why.
Historical discourse and
Hispanic Studies: the writing of
history
2
Rereading the Black Legend
(Leyenda negra).
The ethics of colonization
How knowledge is created in the
Humanities.
Columbus, Christopher. The Diario of
Christopher Columbus's first voyage to
America, 1492-1493. Norman : University of
Oklahoma Press, 1989.
Las Casas, Bartolomé de. An Account Much
Abbreviated of the Destruction of the Indies,
with Related Texts. Indianapolis: Hackett,
2003. Selections to be read by students:
“Introduction to the Selection”, “On the Island
of Cuba”, “On the New Kingdom of Granada”
Silverblatt, Irene. “The Black Legend and
Global Conspiracies: Spain, the Inquisition,
and the Emerging Modern World”. Rereading
the Black Legend. Ed. Margaret Greer, Walter
Mignolo and Maureen Quilligan. The U of
Chicago P, 2008. 99-117.
How to read a scholarly article.
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3
Guilt, exploitation, globalization:
Use of the Black Legend in
contemporary Spanish politics.
Aznar, José María. Cartas a un joven español.
Barcelona: Planeta, 2007. (Translation of
selected letters provided by instructor).
1, 2, 3
1, 2
4
Guilt, exploitation, globalization:
Recent artistic representation of
the colonial period. Colonialism
and the global economy. How to
read a film.
Mignolo, Walter D. “Introduction.” The Idea
of Latin America. Oxford: Blackwell, 2005.
2, 3
1, 2
1, 2
1, 2
1, 2
1, 2
Screening and analysis of Bollacín, Icíar
(director). También la lluvia (2010).
[Screening outside class].
Unit 2: Appreciating Hispanic Literature
5
EXAM 1
Literature in its context. Why it
is essential to know when and
where in literature. (For Allende:
Latin America Literature in the
second half of the 20th century:
history and literature).
6
Pope, Randolph D. “The Spanish American
Novel from 1950 to 1975.” The Cambridge
History of Latin American Literature. Ed.
Roberto González Echevarría and Enrique
Pupo-Walker. Cambridge: Cambridge U P,
1996. 226-242.
Shaw, Donald L. The Post-Boom in Spanish
American Fiction, Saratoga Spring: SUNY
Press, 1998. 3-25.
The author is alive! Does the
author have a role in
understanding what they wrote?
(For Allende: analysis and
commentary of author’s
biography, interviews, and
speeches).
Allende, Isabel. My Invented Country.
Selections to be read by students:“ An Old
Enchanted House”, “Sirens Scanning the Sea”,
“A Breath of History”, “This Country Inside
my Head”
Formulating research questions;
how to search for secondary
sources.
[Screening outside class]
7
Learning to read like a literary
critic. Expectations, Preparation,
Reading strategies, Reflection
and Application. (For Allende:
House of Spirits).
Reading and analysis of The House of Spirits
1, 2
1, 2
8
Learning to read like a literary
critic. Expectations, Preparation,
Reading and analysis of The House of Spirits
1, 2
1, 2
Screening of: Isabel Allende: Tales of Passion.
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Reading strategies, Reflection
and Application. (For Allende:
The House of Spirits).
9
Adaptation to film, assimilation
to culture:
Screening and analysis of August, Billy
(director). The House of Spirits (1993).
The House of the Spirits (film)
[Screening outside class].
3
1, 2
1, 2, 3
1, 2
Unit 3: My neighbor, myself: Hispanics in the US
10
EXAM 2
Introduction to Hispanic
populations in the US: sociology,
economics, and Hispanic Studies
How to use data. Where do they
come from, where they are and
possible reasons why.
Bergard, Laird W. and Herbert S. Klein.
“Population Growth and Dispersion, 19802005.” Hispanic in the United States. A
Demographic, Social, and Economic History,
1980-2005. Cambridge: Cambridge UP, 2010.
63-98
Screening of PBS Latino Americans Episode
1.
[Screening outside class]
11
Labels. Understanding labels
such as Hispanic, Latino,
Chicano, who uses them and
why. Philosophical implications
of the labels.
Gracia, Jorge J.E. “What Should We Call
Ourselves?” Hispanic/Latino Identity. A
Philosophical Perspective. Malden:
Blackwell, 2000. 1-26.
1, 3
1,2
12
Hispanic and Spanish. Attitudes
toward Language in Hispanic
and non-Hispanic populations: a
question of sociolinguistics or
social class?
Callahan, Laura. “Native Speakers Attitudes
Toward the Use of Non-Native Speaker. From
George W to J. Lo.” Southwest Journal of
Linguistics. 23:1 (2004). 1-28.
1, 3
1, 2
1, 3
1, 2
Schwartz, Adam. “Mockery and
Appropriation of Spanish in White Spaces:
Perceptions of Latinos in the United States.”
The Handbook of Hispanic Sociolinguistics.
Ed. Manuel Díaz-Campos. Malden MA:
Wiley-Blackwell, 2011. 646-663
12
Code switching, Bilingualism
Toribio, Almeida Jacqueline. “Code-switching
among US Latinos.” The Handbook of
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Hispanic Sociolinguistics. Ed. Manuel DíazCampos. Malden MA: Wiley-Blackwell, 2011.
530-552.
13
Spanglish, is it a language?
Stavans, Ilan. “Introduction: La jerga loca.”
Spanglish. The Making of a New American
Language. New York, Harper Collins, 2003.
1-61.
1, 3
1, 2
14
Acculturation and Biculturalism
of Hispanics in the US.
Screening and analysis of Cardoso, Patricia,
(director). Real Women Have Curves. (2002)
2
1, 2
2
1, 2
[Screening outside class]
15
Course conclusion
Consultations about final
exam/essay
d. List of course assignments, weighting of each assignment, and the grading/evaluation
system for determining the course grade.
Evaluation
Quizzes:
First Exam:
Second Exam:
Final Exam ( essay):
Research proposal:
2 Annotated bibliographical entries
20%
15%
15%
25%
15%
10%
Grading Scale
A = 93 % and above
A- = 90 – 92 %
B+ = 87 – 89 %
B = 83 – 86 %
B- = 80 – 82 %
C+ = 77 – 79 %
C = 73 – 76 %
C- = 70 – 72 %
D+ = 67 – 69 %
D = 63 – 66 %
D- = 60 – 62 %
F = below 60 %
List of Assignments
Weekly Quizzes
On the first day of each week, class will begin class with a quiz that covers all material from lectures and
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readings of the prior week.
Exams (2)
2 exams covering materials from lectures and readings and knowledge of methodology used in
secondary sources studied in class to show understanding of research methods used in the
humanities.
Research Proposal
In week 5 of the course students need to submit for approval a topic for a research project related
to the course. In week 8 of the course, students will submit the proposal. The proposal must
include basic bibliography of previous research on the topic, research questions and a
methodology for the study. Limit: 3 pages.
Annotated Bibliography entries
After evaluation by instructor of research proposal, instructor will assign 2 of the bibliographical
entries for the student to write annotated entries.
Final Exam
1½-2 page, single-spaced analysis of a primary text selected by the instructor. The student must
identify a theme and propose a thesis using evidence from the text examined. Students are
required to use secondary sources and key concepts discussed in class to support their thesis.
Citations will be made using MLA style.
NOTE: Beginning in fall of 2012, grading scales should reflect the implementation of the “+/-” grading
system adopted by the faculty.
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