NEW EXPERIMENTAL COURSE PROPOSAL FORM
College: [ Humanities ]
Department: [ Modern & Classical
Languages & Literatures ]
1. Course Information for Schedule of Classes
Subject Abbreviation and Number: [ SPAN 496M ]
Course Title: [ Spanish for the Health Professions I ]
Units: [ 3 ] units
Course Prerequisites: [
] (if any)
Course Corequisites: [
] (if any)
Recommended Preparatory Courses: [
] (if any)
2. Course Description for Schedule of Classes: 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.”
[ Study of the fundamentals of Spanish, including grammatical structures, reading
and practice in the spoken language. The course emphasizes the development of
listening and speaking skills in the context of realistic and situational conversation
for intercultural communication in a healthcare setting. Available for graduate
credit. ]
3. Date of Proposed Implementation: (Semester/Year): [ Spring] / [ 2017] Comments
4. Course Level
[]Undergraduate Only
[]Graduate Only
[X]Graduate/Undergraduate
5. Course Abbreviation “Short title” (maximum of 17 characters and spaces)
Short Title: [ Medical 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 [1] times, or for a maximum of [3] units
[ ] Multiple enrollments are allowed within a semester
8. C-Classification: (e.g., Lecture-discussion (C-4).)
[ 3 ] units @ [C] [4]
9. Proposed Course Uses: (Check all that apply)
[ X ] Own Program:
[ X ]Major
[ X ]Minor
[ X ]Masters
[ ]Credential
[ ]Other
[ X ] Requirement or Elective in another Program
[ ] General Elective
[ ] Community Service Learning (CS)
[ ] Cross-listed with: (List courses) [
]
10. 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)
This course was created to support the CAMINO grant in the College of Human and
Health Development by providing specialized, career-oriented Spanish language training
for students currently pursuing or interested in healthcare careers. The course will
provide an educational and practical opportunity for students in the following programs:
Communication Disorders, Environmental and Occupational Health, Gerontology, Health
Administration, Kinesiology, Lactation (forthcoming), Nutrition, Physical Therapy, and
Public Health. In addition, since the course will be opened to the entire campus
community, it will also support any student or midcareer professional interested in
learning Spanish as applied to the health professions.
11. Estimate of Impact on Resources within the Department, for other Departments
and the University. (Attach)
There will be little to no impact of resources within the Department. Currently, two of
our fulltime faculty members in MCLL, Dr. Kenneth Luna and Dr. Edith Dimo, are
trained to teach this course. Both of them currently teach language courses as part of their
full teaching load every semester, which means that they would not have to be pulled
from any of their upper-division courses or graduate courses in order to teach this course.
The Department will coordinate with the CAMINO program director for scheduling. The
Barbara Ann Ward Language Center, which already supports all of MCLL’s language
teaching, will be used for software and technology resources. There is no impact for other
departments and the university.
(See Resource List)
12. 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.
Course description
Study of the fundamentals of Spanish, including grammatical structures, reading and
practice in the spoken language. The course emphasizes the development of listening
and speaking skills in the context of realistic and situational conversation for
intercultural communication in a healthcare setting.
Required texts
1. ¡Salud!: Introductory Spanish for Health Professionals
University of North Carolina, at Chapel Hill, Bender, Carl, Harlan, Henshaw,
Lorch, Lunsford & Tolman
ISBN-10: 0205730140 • ISBN-13: 9780205730148
©2012 • Paper, 432 pp
2. MySpanishLab (online workbook) with Pearson eText -- Access Card -- for
¡Salud!: Introductory Spanish for Health Professionals (one semester access)
University of North Carolina & at Chapel Hill
ISBN-10: 0205978827 • ISBN-13: 9780205978823
©2012 • Access Code Card, 432 pp
3. Spanish-English/English-Spanish dictionary of your choice.
Course Objectives/Student Learning Outcomes
Upon completion of SPAN 496M, students will be able to:
1.
2.
3.
4.
5.
6.
Greet a patient
Interact in a basic phone conversation
Discuss how patients feel, illnesses, and injuries
Discuss the patient’s daily routine
Express doubts and fears
Discuss events in the present, future, and some past
Course Requirements and Assessment Percentages
Students completing SPAN 496M will be graded on the following components:
Undergraduates:
Exams (5) 20%
Homework (online workbook) 35%
Final exam 25%
Attendance, in-class activities, and participation 10%
Discussion forum 10%
Graduates:
Exams (5) 20%
Homework (online workbook) 25%
Special field of specialization assignments 5% (graduate only requirement)
Final exam 20%
Attendance, in-class activities, and participation 10%
Discussion forum 10%
Recorded Skits/Simulations 10% (graduate only requirement)
Course Content:
Week
1



Objective
Greeting,
introducing, and
saying farewell to
patients
Learn about names
in Spanishspeaking
countries; Refer to
people by their
titles
Use articles to
identify nouns by
their number and
gender; Count
from 0-100;
Pronounce and
name the letters in
the Spanish
alphabet
Textbook
Chapter 1: Greeting the
Patient
Cuaderno
Sección 1.1 Introducción: 01-01 –
Getting Started, pp. 1-2
01-30
Sección 1.2 Estructura:
Greetings, Introductions,
and Farewells, pp. 2-5
Cultura: Names in
Spanish-Speaking
Countries, pp. 6-7
Cultura: People’s Titles,
pp. 7-8
Sección 1.3 Estructura:
Nouns, Number, Gender,
and Articles, pp. 8-13
Sección 1.4 Estructura:
Numbers 1-100 and the
Spanish Alphabet, pp. 1315
DVD /
MyLab
Video
Activities
Objetivos
Preparación:
Vocabulario
Preparación:
Lenguaje
Preparación:
Personaje
nuevo
Preparación:
Pronunciación
Historia:
Prólogo
Historia:
Episodio
Week
2



3



DVD /
MyLab
Video
Objective
Textbook
Cuaderno
Activities
01-31 –
Sección 1.5 Estructura:
Aplicación:
Use subject
Subject Pronouns and the
01-53
Lenguaje
pronouns and the
Verb Ser (to be), pp. 16-20
Aplicación:
verb ser to talk
Escuchar
about who people Cultura: The Terms
Aplicación:
are and where they Latino, Hispanic, Latin
American,
and
American,
En la práctica;
are from
pp. 21-22
Consejos
Make small talk
Sección
1.6
Estructura:
Aplicación:
about the weather;
Juegos
¿Qué tiempo hace?
Use the verb hay
Talking
About
the
to say “there is” or
Weather, pp. 22-23;
“there are”
How to say “I like Sección 1.7 Estructura:
Three Important Verbs,
…”; Discussing
how patients feel; How to Say “There is…”
or “There are…”, pp. 23Recognizing
cognates and false 25
Sección 1.7 Estructura:
cognates
Three Important Verbs,
How to Say, “I like…” in
Spanish, pp. 25-27
¿Cómo se siente? How do
you feel today?, pp. 28-29;
Sección 1.8 Nota
lingüística: Cognates and
False Cognates, pp. 29-30
Chapter 1 communicative
Aplicación:
Review
activities
Prueba
Chapter 1 Test
Chapter 2: Making
Naming and
0
discussing family Appointments
members;
Sección 2.1 Introducción, 2-01 –
Objetivos
Showing
pp.
33-34
02-09
Preparación:
possession
Pronuncación;
Sección 2.2 Vocabulario:
La familia, pp. 34-35
Preparación:
Vocabulario
Sección 2.3 Estructura:
Expressing Possession in
Spanish, pp. 36-40
Week
4



5



Objective
Telling time in
Spanish; Count
using numbers
higher than 100
Discuss
appointments
using the days of
the week and
months of the
year; Ask about
patients’ birthdays
and dates of birth
Form sentences
using regular
present-tense
verbs
Use register to
differentiate
between formal
and informal
relationships; ask
and answer
questions
Use negative
constructions such
as “nothing” and
“never”; Give
locations and
describe current
conditions using
the verb estar
Review
DVD /
MyLab
Video
Textbook
Cuaderno
Activities
02-10 –
Sección 2.4 Estructura:
Preparación:
Telling Time in Spanish,
02-38
Personaje
pp. 40-43
nuevo
Sección 2.5 Vocabulario:
Historia:
Numbers Above 100, pp.
Resumen
43-44
Historia:
Episodio
Sección 2.5 Vocabulario:
Days of the Week,
Preparación:
Months, and Years, pp. 44Lenguaje
46
Aplicación:
¿Cuál es la fecha?: How
Escuchar
to Say Dates in Spanish,
pp. 46-47
Cultura: Nuestra Señora
de Guadalupe, pp. 48-49
¿Cuál es su fecha de
nacimineto? How to Say
Years in Spanish, pp. 4950
Sección 2.6 Estructura:
Regular Present-Tense
Verbs, pp. 51-55
02-39 –
Sección 2.7 Estrctura:
Aplicación:
Register, pp. 56-57
02-59
Lenguaje
Sección 2.8 Estructura:
Aplicación:
Asking Questions in
En la práctica;
Spanish, pp. 57-61
Consejos
Sección 2.8 Esctructura:
Apliación:
How to Form Negatives,
Juegos
pp. 61-63
Aplicación:
Prueba
Sección 2.8 Estructura:
“Estar”: The Other Verb
To Be, pp. 63-65
Communicative activities
Week
6



7



8



DVD /
MyLab
Video
Activities
Objective
Chapter 2 Test
Discuss activities
using irregular
verbs in the
present tense
Discuss a wide
variety of
activities using
stem-changing
verbs in the
present tense
Textbook
Chapter 3: Discussing
How Patients Feel
Cuaderno
Sección 3.1 Introducción,
p. 67
Sección 3.2 Estructura:
Irregular Verbs, pp. 67-69
Sección 3.3 Estructura:
Stem-Changing Verbs, pp.
69-75
03-01 –
03-24
Objetivos
Preparación:
Pronunciación
Preparación:
Vocabulario
Preparación:
Personaje
nuevo
Historia:
Resumen
Talk about the
future using the ir
a + infinitive
construction; Talk
about what and
whom you know
using saber and
conocer
Describe people,
places, and things
using adjectives;
Identify articles of
clothing
Distinguish
between the two
verbs of being, ser
and estar
Tell others how
you feel using the
tener idioms; Use
proper telephone
etiquette
Review
Chapter 3 Test
Sección 3.4 Estructura:
The Verb ir (to go); How
to Talk About the Future,
pp. 75-78
Sección 3.5 Estructura:
“Saber” vs. “Conocer”,
Two Ways to Say To
Know, pp. 78-81
Sección 3.6 Estructura:
Adjectives and Adjectival
Agreement, pp. 82-90
Sección 3.7 Estructura:
The Contrast Between Ser
and Estar, pp. 90-95
03-25 –
03-53
Historia:
Episodio
Aplicación:
Escuchar
Aplicación:
En la práctica;
Consejos
Aplicación:
Juegos
Preparación:
Lenguaje
Aplicación:
Lenguaje
Sección 3.8 Estructura:
Idioms Using Tener, pp.
95-97;
Sección 3.9 Vocabulario:
Talking on the Telephone
in Spanish, pp. 97
Communicative activities
03-54 –
03-63
Aplicación:
Prueba
Week
9



10



Objective
Discuss your
patients’ daily
routine using
reflexive verbs
Distinguish
between things
that are close and
far away using
demonstrative
adjectives; Refer
to direct objects
by their pronouns
Describe what is
happening right
now using the
present
progressive
Discuss how long
a certain activity
or behavior has
been occurring
using the hace …
que construction
Talk about food
and diet with your
patients; Use
certain idiomatic
expressions to
make your speech
sound more
natural
Review
Textbook
Chapter 4: The Daily
Routine
Cuaderno
Sección 4.1 Introducción,
p. 100
Sección 4.2 Estructura:
Reflexive Verbs, pp. 100109
Sección 4.3 Estructura:
Demonstrative Adjectives,
pp. 109-112
Sección 4.4 Estructura:
Direct Object Pronouns,
pp. 112-116
Sección 4.5 Estructura:
The Present Progressive,
pp. 116-119
Sección 4.6 Estructura:
Time Constructions Using
Hace …que, pp. 120-121
Sección 4.7 Vocabulario:
Food and Diet, pp. 121124
Sección 4.8 Nota
Lingüística: Hay que and
Other Special Expressions,
pp. 124-128
Communicative activities
04-01 –
04-25
04-26 –
04-39
DVD /
MyLab
Video
Activities
Objetivos
Preparación:
Pronunciación
Preparación:
Vocabulario
Preparación:
Lenguaje
Preparación:
Personaje
nuevo
Historia:
Resumen
Historia:
Episodio
Aplicación:
Lenguaje
Aplicación:
Escuchar
Aplicación:
En la práctica,
Consejos
Aplicación:
Juegos
Aplicación:
Prueba
Week
11



12



DVD /
MyLab
Video
Activities
Objective
Chapter 4 Test
Identify the parts
of the body
Refer to indirect
objects by their
pronouns
Textbook
Chapter 5: “Where Does
it Hurt?”
Cuaderno
Sección 5.1 Introducción,
p. 130
Sección 5.2 Vocabulario:
Parts of the Body, pp. 130133
Sección 5.3 Estructura:
Indirect Object Pronouns,
pp. 134-138
05-01 –
05-10
Objetivos
Preparación:
Pronunciación
Preparación:
Vocabulario
Preparación:
Personaje
nuevo
Historia:
Resumen
Ask and tell where
it hurts, what you
like and dislike,
and what bothers
you using verbs
that require an
indirect object
pronoun; Use
double object
pronouns
Politely tell
someone to do
something using
formal commands
Answer questions
such as “When?”
and “To what
degree?” using by
adverbs; Compare
people, places, and
things
Sección 5.4 Estructura:
Verbs that Require and
Indirect Object Pronoun,
pp. 138-142
Sección 5.5 Estructura:
Double Object Pronouns,
pp. 142-146
Sección 5.6 Estructura:
Formal Commands, pp.
146-151
Sección 5.7 Estructura:
Adverbs, pp. 151-153
Sección 5.8 Estructura:
Comparisons and
Superlatives, pp. 153-159
05-11 –
05-45
Preparación:
Lenguaje
Aplicación:
Lenguaje
Historia:
Episodio
Aplicación:
Escuchar
Aplicación:
En la práctica;
Consejos
Aplicación:
Juegos
Week
13



14



15



DVD /
MyLab
Video
Cuaderno
Activities
Aplicación:
Prueba
Objective
Review
Chapter 5 Test
Become familiar
with the concept
and conjugation of
the present
subjunctive
Textbook
Communicative activities
Chapter 6: Talking
About Doubts and Fears
Sección 6.1 Introducción,
p. 161
Sección 6.2 Estructura:
The Present Subjunctive,
Part I, pp. 161-173
06-01 –
06-12
Objetivos
Preparación:
Pronunciación
Preparación:
Vocabulario
Affirm or deny
information using
the present
subjunctive or the
present indicative
Tell children and
friends how to do
something using
the familiar tú
commands
Identify objects
and rooms in the
house
Say “mine,”
“yours,” etc. using
possessive
pronouns;
Speaking
informally in
various parts of
Latin America by
using the pronoun
vos
Chapter 6 review
Skits
Sección 6.3 Estructura:
The Present Subjunctive,
Part II, Affirmation Versus
Non-Affirmation, pp. 173180
Cultura: The Spanish
Language’s Debt to
Arabic, pp. 180-181
Sección 6.4 Estructura:
Familiar tú Commands,
pp. 181-185
Sección 6.5 Vocabulario:
La casa, pp. 185-187
Sección 6.6 Estructura:
Possessive Pronouns, pp.
188-191
Sección 6.7 Nota
Lingüística, pp. 191-194
Communicative activities
06-13 –
06-29
Preparación:
Lenguaje
Preparación:
Personaje
nuevo
Historia:
Resumen
Historia:
Episodio
Aplicación:
Lenguaje
Aplicación:
Escuchar
Aplicación:
En la práctica;
Consejos
Aplicación:
Juegos
Aplicación:
Prueba
06-30 –
06-38
Selected Bibliography:
Bongiovanni, Gail. Medical Spanish. 4th ed. New York: McGraw-Hill, 2005.
Cerrudo, Jose. Spanish for the Health Professional: An Audio Cassette Program for
English Speakers. Audio Forum: Connecticut, 1981.
Chase, Robert O. and Clarisa B. Medina de Chase. An Introduction to Spanish for Health
Care Workers: Communication and Culture. Yale University Press: New Haven,
1998.
Curry, Richard A. et al. Carreras: medicina, edición para instructores. Houghton Mifflin
Company: Boston, 1985.
Davis, Dr. Alan Maryon. El cuerpo humano: qué ocurre cuando ríes, estornudas, comes,
duermes, oyes, ves y respiras. Macdonald & Co., 1984.
Huff, Robert M. and Michael V. Kline. Promoting Healing in Multicultural Populations:
A Handbook for Practitioners. Sage Publications, Inc.: California, 1999.
Jarvis, Ana C. and Raquel Lebredo. Spanish for Medical Personnel. Third Edition. D.C.
Heath and Company: Massachusetts, 1988.
Kantrowitz, Martin P., M.D., Antonio Mondragon and William Lord Coleman, M.D.
¿Qué pasó?: An English-Spanish Guide for Medical Personnel. University of
New Mexico Press: Albuquerque, 1983.
Kearon, Thomas P. Medical Spanish: A Conversational Approach. Second Edition.
Holt, Rinehart and Winston: Fort Worth, 2000.
McElroy, Onyria Herrera, Ph.D. and Lola L. Grabb, M.A. Spanish- English, English
Spanish Medical Dictionary - Diccionario médico español-inglés, inglés-español.
Little, Brown and Company: Boston, 1992.
Melston, Shirley, Margaret M. Spadinger, MS, RN, ANP and Sophie Knab, MS, RN.
Spanish for Health Worktext. Heinle & Heinle: Boston, 2000.
Nasr, Isam and Marco Cordero. Medical Spanish: An Instant Translator. W.B. Saunders
Company: Philadelphia, 1996.
Ortega, Pilar. Spanish and the Medical Interview: A Textbook for Clinically Relevant
Medical Spanish. Philadelphia: Saunders, 2007.
Ríos, Joanna, Jose Fernandez Torres, and Tamara Ríos. Complete Medical Spanish:
Practical Medical Spanish for Quick and Confident Communication. Third ed.
McGraw-Hill Education, 2015.
Schmitt, Conrad J. and Protase E. Woodford. Medicina y servicios médicos: lecturas y
vocabulario en español. McGraw-Hill, Inc.: New York, 1992.
Sylvester, Nigel Grant, et al. Medical Readings in Spanish. Holt, Rinehart and and
Winston: New York, 1983.
Teed, Cynthia Ann, et al. Conversational Spanish for the Medical and Health
Professions. Holt, Rinehart and Winston: New York, 1983.
Torres, F. Ruiz. Diccionario de términos técnicos, inglés-español, español-inglés.
Alhambra: Spain, 1980.
13. 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 interpretation, etc. that require advanced level (ACTFL
Guidelines) abilities in both oral and written skills.
2. Provide students with techniques, strategies, methodologies, and skills to carry
out independent research that would support career choices.
3. Establish a solid foundation for lifelong learning, service, and participation in the
Hispanic, Latino and global communities.
4. Carry out research and apply critical theories in analysis of Hispanic linguistics,
literatures, civilizations, and cultures.
5. Communicate at the advanced level using a variety of rhetorical modes in both
oral and written discourse.
6. 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 496M contributes to the program’s student learning outcomes
by rating each course objective for that course with an I, P or D.
1. Greet a patient
I, P
I, P
Student Learning Outcome 6
Student Learning Outcome 5
Student Learning Outcome 4
Student Learning Outcome 3
Student Learning Outcome 2
Upon completion of SPAN 496M, students will be able to:
Student Learning Outcome 1
Course Objectives
I, P
1.
Communicate in American
Sign Language
(ASL)
Student Learning
Outcome
7 with
Deaf People.
Student Learning Outcome 2
I=introduced (basic level of proficiency is expected)
P=practiced (proficient/intermediate level of proficiency is expected)
D=demonstrated (highest level/most advanced level of proficiency is expected)
2. Interact in a basic phone conversation
I, P
I, P
I, P
3. Discuss how patients feel, illnesses, and injuries
I, P
I, P
I, P
4. Discuss the patient’s daily routine
I, P
I, P
I, P
5. Express doubts and fears
I, P
I, P
I, P
6. Discuss events in the present, future, and some past
I, P
I, P
I, P
14. Methods of Assessment for Measurable Student Learning Outcomes (Attach)
A. Assessment tools
Course Objectives
Assessments of Student
Upon completion of SPAN 496M, students will be able to:
Performance
Class participation and
1. Greet a patient
contribution to class discussions;
weekly practice, homework
assignments (online workbook
with lab and video), exams, final
exam, forum, skits
Class participation and
2. Interact in a basic phone conversation
contribution to class discussions;
weekly practice, homework
assignments (online workbook
with lab and video), exams, final
exam, forum, skits
Class participation and
3. Discuss how patients feel, illnesses, and injuries
contribution to class discussions;
weekly practice, homework
assignments (online workbook
with lab and video), exams, final
exam, forum, skits
Class participation and
4. Discuss the patient’s daily routine
contribution to class discussions;
weekly practice, homework
assignments (online workbook
with lab and video), exams, final
exam, forum, skits
Class participation and
5. Express doubts and fears
contribution to class discussions;
weekly practice, homework
assignments (online workbook
with lab and video), exams, final
exam, forum, skits
6. Discuss events in the present, future, and some past
Class participation and
contribution to class discussions;
weekly practice, homework
assignments (online workbook
with lab and video), exams, final
exam, forum, skits
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, 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.
(For numbers 14 and 15, see Course Alignment Matrix and the Course Objectives Chart
15. 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
Date:
Dept/College:
Coordinator
[ 10-22[ CAMINO
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[ Sloane Burke ]
15
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Consultation with the Oviatt Library is recommended for experimental courses to
ensure the availability of appropriate resources to support proposed course
curriculum.
Collection Development Coordinator
Please send an email to: collection.development@csun.edu
16. Approvals:
Concur
(Y/N)
[ ]
[
[
[
[
[
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]
]
]
]
Date
[ 10-2215 ]
Department Chair/Program
Coordinator:
College (Dean or Associate Dean):
Educational Policies Committee:
Graduate Studies Committee:
Provost:
Date:
Date:
Date:
Date:
Date:
[
[
[
[
[
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]