EW COURSE PROPOSAL
College: [ Humanities ]
Department: [ MCLL ]
Note: Use this form to request a single course that can be offered independently of any other course, lab
or activity.
1. Course information for Catalog Entry
Subject Abbreviation and Number: [SPAN 594A-Z]
Course Title: [Selected Topics in Hispanic Literatures, Cultures, and Linguistics]
Units: [ 3 ] units
Course Prerequisites: [ ] (if any)
Course Corequisites: [
] (if any)
Recommended Preparatory Courses: [
] (if any)
2. Course Description for Printed Catalog: Notes: If grading is NC/CR only, please state in course description.
If a
course numbered less than 500 is available for graduate credit, please state “Available for graduate credit in the catalog description.”
.
[Prerequisites: SPAN 306, 307, 425. In-depth study of an advanced selected theme or issue in
Hispanic literatures, cultures, or linguistics that is not covered in other Spanish graduate
courses. Topics will change from semester to semester and be restricted in scope and aimed
at gaining depth on a particular issue in the literatures, cultures, or linguistics of the Spanishspeaking world. Students in the course will develop skills related to research and analysis
appropriate to the graduate level. May be repeated twice for credit, provided the topic is
different. ]
3. Date of Proposed Implementation: (Semester/Year): [SPRING ] / [ 2017 ] Comments
4. Course Level
[]Undergraduate Only
[X]Graduate Only
[]Graduate/Undergraduate
5. Course Abbreviation “Short title” (maximum of 17 characters and spaces)
Short Title: [TOPICS IN SPANISH]
6. Basis of Grading:
[]Credit/No Credit Only
[]Letter Grade Only
[X]CR/NC or Letter Grade
7. Number of times a course may be taken:
[ X ] May be taken for credit for a total of [3] times, or for a maximum of [9] units
[ ] Multiple enrollments are allowed within a semester
8. C-Classification: (e.g., Lecture-discussion (C-4).)
[ 3 ] units @ [C] [4]
9. Replaces Current Experimental Course?
[ ] YES
[ X ] NO
Replaces Course Number/Suffix:[
]
Previously offered [
] times.
10. Proposed Course Uses: (Check all that apply)
[ X ]Own Program:
[ ]Major
[ ]Minor
[ X ]Masters
[ ] Requirement or Elective in another Program
[ ] General Elective
[ ] General Education, Section [
]
[ ] Meets GE Information Competence (IC) Requirement
[ ] Meets GE Writing Intensive (WI) Requirement
[ ] Community Service Learning (CS)
[ ] Cross-listed with: (List courses) [
]
[ ]Credential
11. Justification for Request: Course use in program, level, use in General Education, Credential, or other.
Include information on overlap/duplication of courses within and outside of department or program. (Attach)
The Spanish program at CSUN currently has no selected topics series at either the undergraduate
or graduate levels. This course will serve as an elective course on an advanced topic for the
Spanish Master’s Program. It will give students an in-depth study of a topic under the direction
of a faculty member who has a specialization on such topic. The course builds on the other core
and elective courses in the Master’s Program, and exposes students to scholarly resources, and
varied theoretical and critical paradigms in the field. This selected topics course will allow for a
variety of topics of faculty members’ interests to be offered for intensive study by students. It
will allow for our program to accommodate courses that do not fit into our existing categories,
and more importantly, it creates a space to expose our students to emerging areas of study in the
field. In doing so, we will be adding depth, breadth, and diversity to our program.
12. Estimate of Impact on Resources within the Department, for other Departments and
the University. (Attach)
This course will be folded into the regular rotation cycle of SPAN course offerings in alternation
with other courses in the program. The number of course offerings per semester is controlled by
budgetary considerations, and this will be taken into account when scheduling SPAN 594A-Z in
any given semester. Any tenure-track faculty member in the respective fields is well equipped to
teach the course utilizing existing facilities and equipment. There will be no impact on other
departments or the university.
(See Resource List)
13. Course Outline and Syllabus (Attach) Include methods of evaluation, suggested texts, and selected
bibliography. Describe the difference in expectations of graduates and undergraduates for all 400 level courses
that are offered to both.
SPAN 594C: Hispanic Caribbean Literature
Study of the most important works of insular and continental Hispanic authors of the 20th and
21st centuries. Several fiction and non-fiction texts that have contributed to the cultural and
historical understanding of the region will be examined. Also, this course focuses on the
[ ]Other
exploration of key concepts such as ethnicity, exile, gender, religion, and transculturation as well
as mestizaje. Students will be able to examine how historical facts and social transformations
have shaped the literature and culture of the Hispanic Caribbean region from Colonial times to
the present.
COURSE OBJECTIVES/STUDENT LEARNING OUTCOMES:
Upon completion of SPAN 594C, students will be able to:
1. Analyze works by Hispanic Caribbean authors.
2. Examine fiction and non-fiction Hispanic Caribbean Literature texts using the most
recent theoretical frameworks.
3. Compare and contrast the historical and social transformations that have created
a Caribbean imagery and national identity from colonial times to the present.
4. Interpret the works applying an appropriate level of literary and cultural analysis.
METHODS OF EVALUATION:
Students in SPAN 594C will be graded on the following components:
-Attendance, class participation, and contribution to class discussions: 15%
-Midterm Exam: 20%
-Oral Presentation on theoretical application to texts: 20%
-Short Essays (4): 20%
-Final Paper: 25%
REQUIRED TEXTS:
-
Juan Francisco Manzano, Autobiografía de un esclavo (Cuba, 1975)
Daina Chaviano, La isla de los amores infinitos (Cuba, 2008)
Luis Rafael Sánchez, La guaracha del macho Camacho (Puerto Rico, 1976)
Ana Lydia Vega, Encancaranublado y otros cuentos de naufragio (Puerto Rico, 1982)
Fernando Valerio Holguín Los huéspedes del paraíso (Dominican Republic, 2008)
Junot Díaz La breve y maravillosa vida de Oscar Wao (Dominican Republic, 2007)
German Espinoza, La noche de la trapa (Colombia, 1965), Selected stories.
Gustavo Díaz Solís, Marejada (Venezuela, 1940). Selected stories.
COURSE CONTENT:
Week 1: Introduction to course. Historical and social realities of the Hispanic Caribbean region.
Week 2: Discussion of Testimonial Literature in Cuba. Reading and analysis of Manzano’s
autobiography. The concept of cimarrón in Cuban texts of Colonial times.
Week 3: Cont. Manzano’s autobiography. Presentations of scholarly articles about Cuban
testimonial literature and their application to autobiographical texts.
Week 4: Daina Chaviano’s La isla de los amores infinitos. Discussion of the Chinese, European
and African diaspora to Cuba in the 18th and 19th century. Transculturation and
mestizaje. Discussion of hybrid cultures and diaspora.
Week 5: Cont. of Chaviano’s novel. Analysis of the concept of exile and race. Presentations
of scholarly articles on Asian, African and European immigration to the Caribbean.
SHORT ESSAY # 1 DUE.
Week 6: Reading and discussion of Luis Rafael Sanchez and Ana Lydia Vega. The concept of
“puertorricanidad”. The bicultural perspective of Puerto Rico and national identity.
Week 7: Cont. of the Puerto Rican diaspora to the U.S. Analysis of the “language” and culture o
of La guaracha del macho Camacho, and the concepts of superstition and syncretism
on Encarancaranublado and other stories. MIDTERM EXAM
Week 8: Cont. Of Puerto Rican literature. Presentations on scholarly articles and application
of theory and criticism. SHORT ESSAY # 2 DUE.
Week 9: Reading and discussion of Los huéspedes del paraíso. The Dominican national identity
and the concept of Transnationalism and race. Analysis in class.
Week 10: Cont. of Los huéspedes….Introduction to popular culture, ethnic stereotyping, and
borderlands in La breve y maravillosa vida de Oscar Wao. The element of intertext
in the novel. The comic book as Bildungsroman.
Week 11: Cont. of Junot Díaz’s novel. Presentations of scholarly articles and application of
theory and criticism to the text. ESSAY # 3 DUE.
Week 12: Reading and analysis of La noche de la trapa. ( Selection of short stories.)
Discussion of the social and religious contexts of the stories. The construction
of magic as an element of interpreting Colombian society.
Week 13. Cont. of German Espinoza’s short stories.
Week 14: Reading and analysis of “El nino y el mar” and other stories of Marejada
by Gustavo Díaz Solís. The Caribbean imagery and its connection to
the search of national identity. ESSAY # 4 DUE.
Week 15: Review. Discussion of final paper
SELECTED BIBLIOGRAPHY:
-
Acosta, Blanca, Ileana Sanz (comp): Cuentos del Caribe. La Habana, Casa de las
Americas, 1977.
-
Balza, Jose. Antologia del cuento venezolano. Caracas: Direccion de Cultura UCV.
1era ed., 1985.
-
Barnet, Miguel. Biografia de un cimarron. Mexico: Siglo XXI, 1968.
-
Barradas, Efrain. Para leer en puertorriqueno: acercamiento a la obra de Luis Rafael
Sanchez. Rio Piedras: Editorial Cultural, 1981.
-
Benitez Rojo, Antonio. The Repeating Island. The Caribbean and the Postmodern
Perspective. 2nd Ed. Trans. James E. Maraniss. Durham: Duke, 1996.
-
Beverly, John. Subalteridad y representacion. Madrid: Iberoamericana, 2004.
-
Caballero Calderon, Jose. Cuentos colombianos. Bogota: Alfaguara, 1995.
-
Ch’en Lan Pin. The Cuba Commission Report. A Hidden History of the Chinese
in Cuba. Intro. Denise Helly. Baltimore and London: The John Hopkins
University Press, 1993.
-
Duany, Jorge. The Puerto Rican Nation on the Move: Identities on the Island and
the United States. Chapel Hill: U of North Carolina P, 2002.
-
Durand, Gilbert. Las estructuras antropologicas de lo imaginario. Madrid: Taurus,
1982.
-
Goenaga Conde, Beatriz. “El discurso literario caribeno” Humanidades Medicas
(agosto, 2009).
-
Hintz, Suzanne S. Rosario Ferre: A Search for Identity. New York: Lang, 1995.
-
Lopez-Calvo, Ignacio. Alternative Orientalisms in Latin America and Beyond.
Cambridge: Cambridge Scholars Publishing, 2007.
-
Lopez Ortega, Antonio; Carlos Pacheco y Miguel Gomes. La vasta brevedad.
Antologia del cuento venezolano del siglo XX. Caracas: Alfaguara, 2010.
-
Manuel Moreno Fraginals: “En torno a la identidad cultural en el Caribe insular”
en Seleccion de lecturas sobre el Caribe (comp. Ileana Sanz) La Habana,
Pueblo y Educacion, 1986.
-
Martinez, Julio A., Dictionary of Twentieth-century Cuban Literature. New York:
Greenwood, 1990.
-
Mendez Rodenas, Adriana. Cuban-American Literature of Exile: From Person
to Persona (review) MFS Modern Fiction Studies-Volume 45, Number 4,
Winter 1999, pp. 1047-1050.
-
Miller Marilyn Grace. Rise and Fall of the Cosmic Race: The Cult of Mestizaje
In Latin America. Austin: U of Texas Press, 2004.
-
Ortiz, Fernando. Cuban Counterpoint: Tobacco and Sugar. Durham: Duke UP, 1995.
-
Prada Oropeza, Renato. El discurso-testimonio y otros ensayos. Mexico: UNAM, 2001.
-
Pedreira, Antonio. Insularismo. Río Piedras: Editorial Edil, 1992.
-
Pierre-Charles, Gerard. “Hacia una definicion del pensamiento social en el Caribe”
en Cultura, dialogo entre los pueblos del mundo. Paris, UNESCO, 1986.
-
Reddock, Rhoda E., ed. Interrogating Caribbean Masculinities: Theoretical and
and Empirical Analyses. Kingston: U of West Indies P, 2004.
-
Rivera de Alvarez, Josefina. Literatura puertorriqueña: su proceso en el tiempo.
Madrid: Ediciones Partenon, 1983.
-
Rogozinski, Jan. A Brief History of Caribbean: From the Arawak and the Carib
to the Present. New York: Facts on File, 1992.
-
Sagas, Ernesto. Race and Politics in the Dominican Republic. Gainsville, FL.:
U Press of Florida, 2000.
-
Trias Monje, Jose. Puerto Rico: The Trials of the Oldest Colony in the World.
New Haven: Yale UP, 1997.
-
Todorov, Tzvetan. Introducción a la literatura fantástica. Mexico: Coyoacan,
1998.
-
Williams, Patrick and Laura Chrisman (ed.) Colonial Discourse and Post-Colonial
Theory. A Reader. New York: Columbia University Press, 1994.
14. Indicate which of the PROGRAM’S measurable Student Learning Outcomes are
addressed in this course. (Attach)
1. Prepare students for careers in teaching (secondary, community college, university),
among others in legal, medical, administrative, and journalistic fields, translation and
2.
3.
4.
5.
6.
interpretation, etc. that require advanced level (ACTFL Guidelines) abilities in both oral
and written skills.
Provide students with techniques, strategies, methodologies, and skills to carry out
independent research that would support career choices.
Establish a solid foundation for lifelong learning, service, and participation in the
Hispanic, Latino and global communities.
Carry out research and apply critical theories in analysis of Hispanic linguistics,
literatures, civilizations, and cultures.
Communicate at the advanced level using a variety of rhetorical modes in both oral and
written discourse.
Achieve subject matter competency (as stated in the Standards of the California
Commission on Teacher Credentialing) to enter a credential or a graduate program in
Spanish at any U.S. university.
COURSE ALIGNMENT MATRIX
Directions: Assess how well SPAN 594C contributes to the program’s student learning outcomes by rating each
course objective for that course with an I, P or D.
I=introduced (basic level of proficiency is expected)
P=practiced (proficient/intermediate level of proficiency is expected)
Student Learning Outcome 2
Student Learning Outcome 4
Student Learning Outcome 5
Student Learning Outcome 6
1. Analyze works by Hispanic Caribbean authors.
D
D
D
D
D
2. Examine fiction and non-fiction Hispanic Caribbean
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
Upon completion of SPAN 594C, students will be able to:
Literature texts using the most recent theoretical
frameworks.
3. Compare and contrast the historical and social
transformations that have created a Caribbean imagery and
national identity from Colonial times to the present.
4.
Interpret the works applying an appropriate level of literary
and cultural analysis.
Student Learning Outcome 7
Student Learning Outcome 1
Course Objectives
Student Learning Outcome 3
D=demonstrated (highest level/most advanced level of proficiency is expected)
15. Assessment of COURSE objectives (Attach)
A. Identify each of the course objectives and describe how the student performance will
be assessed
Course Objectives
Upon completion of SPAN 594C, students will be able to:
Assessments of Student
Performance
Class participation and
contribution to class discussions,
short essays, midterm, oral
presentation, and final paper.
Class participation and
2. Examine fiction and non-fiction Hispanic Caribbean
Literature texts using the most recent theoretical frameworks. contribution to class discussions,
short essays, midterm, oral
presentation, and final paper.
3. Compare and contrast the historical and social transformations Class participation and
contribution to class discussions,
that have created a Caribbean imagery and national identity
short essays, midterm, oral
from Colonial times to the present.
presentation, and final paper.
Class participation and
4. Interpret the works applying an appropriate level of literary
contribution to class discussions,
and cultural analysis.
short essays, midterm, oral
presentation, and final paper.
1. Analyze works by Hispanic Caribbean authors.
(For numbers 14 and 15, see Course Alignment Matrix and the Course Objectives Chart)
16. If this is a General Education course, indicate how the General Education Measurable
Student Learning Outcomes (from the appropriate section) are addressed in this
course. (Attach)
17. Methods of Assessment for Measurable Student Learning Outcomes (Attach)
A. Assessment tools: See above
B. Describe the procedure dept/program will use to ensure the faculty teaching the
course will be involved in the assessment process (refer to the university’s policy on
assessment.)
The Spanish section head will work with the faculty of the course to ensure that they are
aware of and have incorporated the program SLOs. Faculty members will collaborate
to discuss and share data from student written work (assignments, exams, projects,
and final exam) that can be used to demonstrate the extent to which students achieve
the SLO’s for the course. Revisions of the course will come from faculty experience,
knowledge of the field, and observations of student responses and performance in the
course with regard both to course objectives and program SLOs. Adjustments to
teaching methods, course content, and assessment techniques will occur as needed.
18. Record of Consultation: (Normally all consultation should be with a department chair or program
coordinator.) If more space is needed attach statement and supporting memoranda.
Department Chair/ Program
Concur
Date:
Dept/College:
Coordinator
(Y/N)
[ 10/22/15 ]
[ CAS ]
[ Douglas Carranza ]
[ ]
[ 10/22/15 ]
[ CHS ]
[ Gabriel Gutiérrez ]
[ ]
[ 10/22/15 ]
[ Linguistics ]
[ Evelyn McClave ]
[Y]
[
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[
]
[
]
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[
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[
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[
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Consultation with the Oviatt Library is needed to ensure the availability of appropriate
resources to support proposed course curriculum.
Collection Development Coordinator
Please send an email to: collection.development@csun.edu
Date
[ 10/22/15
]
19. Approvals:
Department Chair/Program Coordinator:
Date:
College (Dean or Associate Dean):
Date:
Educational Policies Committee:
Date:
Graduate Studies Committee:
Date:
Provost:
Date:
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