Kentucky Institute for International Studies
2006 Summer Program in Costa Rica
Course Number: SPA 551-71
Credit Hours: 3
Instructor: Dr. Vicente Cano
Summer 2006
I. Course Title: Independent Study
II. Catalog Description: A survey Costa Rican/Latin American culture, focusing on concepts
and views of people in authority in Costa Rican/Latin American culture and on how the Costa
Rican school system works by means of conducting background research on the subject (s) and
then conducting interviews in Spanish with Costa Rican/Hispanic people.
III. Purpose: To promote an appreciation of Costa Rican/Hispanic culture through the study of
how students and teachers view people in authority (teachers, professors, politicians, local
leaders, parents, police, etc.) and how the Costa Rican school system works and contrasting it
with U.S.A. views on the subject and with how the U.S.A. school system works.
IV. Course Objectives:
1. To develop an understanding of Costa Rican/Latin American culture by means of
conducting interviews with Costa Rican people concerning their views of people in
authority.
2. To develop an understanding of the Costa Rican school system and contrasting it with
that of the U.S.A.
3. To develop the student’s oral/written skills by means of: 1) setting up and conducting a
variety of cultural interviews related to the topic of the course (with students, teachers,
people, etc.) in Spanish, and 2) reporting in writing, and orally to the SPA 310-70 class,
the findings of the research interviews.
V. Content Outline:
Week 1: the student will be responsible for 1) acquiring background knowledge on the people of
Costa Rica/Latin America through reading of appropriate chapters on class, power, privilege,
identity, change, etc. in Michael B. Whitheford et al., Crossing Cultures: Continuity and Change
in Latin America. ( Upper Saddle River, N.J.: Prentice-Hall, 1998, ISBN#:0-13-656471-2), and in
Mavis Biesanz, Richard Biesanz, and Karen Biesanz. The Ticos: Culture and Social Change in
Costa Rica (Boulder/London:Lynne Rienner Publishers, 1999), ISBN 1555877370), and
2) planning, setting up, and conducting the interviews with teachers and students (with the help of
the director of the KIIS Costa Rica program and the instructor of the class).
Weeks 2/3/4: A continuation of Week 1 interviews. Also, the student will be responsible for
reporting in writing, and orally to the SPA 310-70 class (in Spanish) and to the SPA 105-70 class
(in English), the findings of the research interviews in consultation with the class instructor. The
written research report (research project) should include the method used for conducting the
interviews with natives, a list of questions prepared, the thesis for the project, the means, the
number of people interviewed (which should include at least four or more persons from the
different categories of people being interviewed, such as students, teachers, people in general,
etc.), the findings and a contrast with the U.S.A. views on the subject (s).
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The length of the research project should be no less that 16 double-spaced typed pages, plus
sources included, notes, and bibliography.
VI. Instructional Activities: Interviews, discussions, questions/answer periods, student
presentations and reports.
VII. Field and Clinical Experiences: The class in intimately linked to experiences of living
abroad, and students are encouraged to exploit the abundant opportunities for observing,
experiencing, and studying the Costa Rican and Latin American culture in general.
VIII. Resources: Excursions and field trips to various places in the area will give students a
chance to experience Costa Rican and Latin American culture.
IX. Grading Procedures:
Research Project
Oral presentation to SPA 310-70/105-70 class
Participation in Excursions
50%
30%
20%
The report to the SPA 310-70 class should: 1) be in Spanish, 2) be should be listener-friendly and
3) should emphasize key points and issues. The length of the report should be negotiated
between the student and the instructor. Students should conclude each report with 8-10 informal
review questions to ask of the students in the class..
X. Attendance Policy: Students are expected to be punctual and in attendance to all interviews
scheduled and required excursions. Unexcused absences from mandatory meetings will result in
a lowering of the student’s final grade, as will excessive tardiness. Multiple unexcused absences
could result in expulsion from the program. Any absence from an academic class session must be
excused for medical reasons. If you miss a class meeting legitimately, contact a classmate or the
class instructor for the assignment and sum-up of what was covered in class. All unexcused
absences will be reported to the director and may be grounds for disciplinary action and/or
immediate dismissal from the program. Arriving more than five minutes late will count as half an
unexcused absence.
XI. Academic Policy: Program participants are expected to be punctual to and in attendance at
all classes and mandatory meetings, and to remain with the program for the full academic term.
Unexcused absences from classes and/or mandatory meetings will result in a lowering of the
student’s final grade, as will excessive tardiness. Chronic unexcused absences could result in
expulsion from the program. Any absence from an academic class session must be excused for
medical reasons or special academic activities approved in advance by the course professor.
Academic dishonesty will not be tolerated. Infractions will be grounds for disciplinary action.
XII. Texts and Referencess:
1. Mavis Biesanz, Richard Biesanz, and Karen Biesanz. The Ticos: Culture and Social Change
in Costa Rica (Boulder/London:Lynne Rienner Publishers, 1999), ISBN 1555877370),
2. Michael B. Whitheford et al., Crossing Cultures: Continuity and Change in Latin America.
Upper Saddle River, N.J.: Prentice-Hall, 1998. ISBN#:0-13-656471-2..
Supplementary readings to be provided by the instructor free of charge.
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XIII. Prerequisites: Graduate standing.
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