LIBERAL AND INTEGRATIVE STUDIES
INDEPENDENT STUDY PROPOSAL
Please Read: This proposal form should be used for all independent, tutorial, internship and
experiential work designed for academic credit in the Liberal Studies Program. Specific guidelines for
developing independent studies are in the Liberal and Integrative Studies Handbook.
A typical 4-credit-hour course meets 3 ½ hours per week for 16 weeks (56 hours). A typical student
spends 2 hours outside of class reading, preparing for exams, writing, etc., for every hour in class
(112 hours). So, if you’re a typical student, you’ll devote 168 hours to a typical 4-credit-hour course.
Use this and your own past experience in arriving at a reasonable agreement with your faculty
sponsor regarding credit hours for the project.
After negotiating the content and process with a faculty sponsor, this form should be completed and
sent in to the LIS Secretary. The form will be signed by the faculty sponsor and LNT Director prior to
registration. If you are using an external resource, it is your responsibility to get that signature. You
may attach additional pages to this form as needed.
You may complete it by opening the file in MS Word and typing in the grey blanks (they will expand to
fit the text) and checking each grey box when you have completed each section.
Date: 08/24/2009
Applicant Name: Student’s Name
UIN: 661123456
Address: 2309 S Park Ave. Springfield, IL 62704
Email: ejhadley@uis.edu
Home Phone 217-206-8207
LNT Advisor: Eric Hadley-Ives
Business Phone
LNT Course Number (580 or 599): 580
Title of this project: Latin American History and Culture (Emphasis on Mexico)
Semester of Enrollment (semester and year): Fall 2009 Credit hours requested: 4
You may enroll in a maximum of 4 credit hours per course in a semester, but you may not enroll in
more than 12 cumulative credit hours in any LIS course. The credit hours should be negotiated with
your faculty sponsor.
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OBJECTIVES
What is the nature of the project?
As I will be hoping to go into a career where I can work with immigrants from Latin
America, and especially Mexico, I want to become familiar with the history and culture
of Brazil, Chile, and Mexico. When I have completed this course I will know enough
about Latin American culture to be able to better relate to immigrants from Latin
America. I am doing four basic things to accomplish this. First, I am attending a lowerdivision undergraduate course and doing readings associated with that class,
participating in class discussion, and participating as if I were auditing that course.
Second, I am reading (or at least spending five to six hours reading) one or two books
each week related to Mexican or Latin American culture and history. Third, I am writing
reviews and analysis of what I encounter in these books and in the lower-division
undergraduate course, and working on improving the quality of my writing to the point
where I can publish each of these weekly short papers on a public blog. Fourth, I will
be doing some initial work on finding and setting up some sort of field practice
experience for me to engage in during the following semester (Spring 2010). This will
involve some research into possibilities for short travel-study opportunities (as with
Witness for Peace) or volunteer opportunities with immigration services.
What do you want to learn?
I want to learn especially about the history of resistance and cultural reactions of
Latin American peoples, who have experienced many generations of living in societies
oriented toward export of raw materials. That is, how have Mexicans and other Latin
Americans defied or resisted unfair economic or power distributions? How have
economic and political systems influenced folk culture? How have Mexicans and other
Latin Americans dealt with issues we have faced in North America such as: racism and
slavery, treatment of indigenous Americans, the tension between capital and labor, the
distribution of land and property, women’s rights and roles in society, the
enfranchisement of all adults and broadening participation in democratic processes,
and so forth? In addition to becoming somewhat familiar with these issues I hope to
also focus on how culture (literature, the arts, folk customs, music, films, etc.) reflect
these historical issues. I am interested becoming well-informed about how Latin
American peoples have interacted with the cultures of the colonial motherlands
(Portugal and Spain), the cultures of immigrants (from places like Ireland, Germany,
China, Italy, etc.), and the culture of the United States. I am interested in the literature
and art, as well as the folk arts. I also want a chance to study how people approach
cultural studies and history. Further, I want to understand how professionals in the
human services try to take their understanding of other cultures (especially Mexican or
Brazilian culture) and use this understanding to offer culturally competent services.
RATIONALE
Why?(Refer to Autobiography, Goals, and Learning Needs)
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I already have a passion for Spanish-speaking cultures, but as I expressed in my
narrative curriculum, I want to have a greater depth of understanding of Mexican
culture. In particular, my LNT committee wants me to understand the political and
economic history of Latin America, and the cultural expressions of resistance. My
project supervisor has expertise in the social work field of cultural competence, and he
will guide my learning in the direction of understanding how I could apply cultural
appreciation in human services. My outside resource person is Veronica Espina, and
she has a strong background in Latin American culture and history. She will take the
lead and work with Eric as I read through my project’s books and write papers about
each of them. Finally, I will be working with Jennifer Manthei and participating in her
undergraduate course on Latin American Expressions as part of this independent
study, and that experience will increase my familiarity with Brazilian culture and history.
Veronica, Jennifer, and Hinda Seif (all members of my LNT committee) will also work
with me to set up field or travel experiences for the next semester during this
independent study.
RESOURCES
Location(s):
I’m in Springfield, Illinois, but I’ll be taking field trips to Beardstown, Illinois with
Hinda Seif. I’ll probably also make a trip up to Chicago and down to St. Louis as part of
this study.
Facilities
I will be attending (informally) a sociology course for undergraduates (Latin
American Expressions) as part of this independent study, so that will use a classroom
in University Hall. Mainly I will be meeting with my project sponsor and my expert
resource person (Eric and Veronica) in their offices at UIS or in their homes.
I may also work with “Witness for Peace” and the Illinois Coalition for Immigration
and Refugee Rights.
I will use Brookens Library.
Resource People:
(Provide Information about relevant qualifications or interests.)
In this independent study I will work with Eric Hadley-Ives, Veronica Espina,
Jennifer Manthei, and Hinda Seif. These are all members of my LNT committee, and
they all offer me some readings and some of their time to discuss my growth in this
study. Eric Hadley-Ives and Veronica Espina will be evaluating my writing and work.
Bibliography
(List: author, title, publisher, and date)
Weeks 1 through 6, History and Anthropology Readings:
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Wilkie, James W. & Michaels, Albert L. (Eds.). (1969). Revolution in Mexico: Years of Upheaval, 1910-1940.
New York: Alfred A. Knopf. F-1234-W69.
Santos, James A. (1992) Rebellion in the Borderlands: Anarchism and the Plan of San Diego, 1904-1923.
Open Veins of Latin America: Five Centuries of the Pillage of a Continent. By Eduardo Galeano.
Faces and Masks. (Memory of Fire Trilogy) by Eduardo Galeano.
Century of the Wind. (Memory of Fire Trilogy) by Eduardo Galeano.
Mulroy, Kevin (1993). Freedom on the border; the Seminole Maroons in Florida: the Indian territory, Coahuila
and Texas. Lubbock, TX: Texas Tech University Press. E99.S28 M84 1993
Bannon, John Francis (1970). The Spanish borderlands frontier 1513-1821. New York: Holt, Rinehart and
Winston. F 799 B3
Weeks 7 through 11. Cultural Readings:
The House on Mango Street. By Sandra Cisneros. (1984).
El Laberinto de la Soledad [Labryrnth of Solitude] by Octavio Paz.
Como agua para chocolate [Like water for chocolate] by Laura Esquivel.
Borderland / La Frontera: The New Mestiza by Gloria Evangelina Anzaldua. (1987).
Laufer, Peter (2004). Wetback Nation. Chicago: Ivan R. Dee. F-786-L325-2004.
Hellman, Judith Adler (1994). Mexican Lives. New York: New Press. HC-135-H379-1994.
“With a pistol in his hand”: A border ballad and its hero. By Américo Paredes.
Weeks 12 through 16: Cultural Competency and Cultural Issues Readings:
Urrea, Luis Alberto. (1996). By the Lake of Sleeping Children. New York: Doubleday. HN-120-T52-U773-1996.
Davidson, Miriam (2000). Lives on the line: Dispatches from the U.S.-Mexico border. Tucson: The University
of Arizona Press. HN 120 N64 D38 2000.
Dwyer, Augusta. On the line: Life on the U.S.-Mexican Border. Nottingham: Russel Press. F 787.D89 1994.
Constantine, Madonna G. & Sue, Derald Wing (Eds.). (2006). Addressing Racism: Facilitating Cultural
Competence in Mental Health and Educational Settings. Wiley.
Crouch, Ned (2004). Mexicans & Americans; Cracking the culture code. Nicholas Brealey.
O’Hagan, Kieran. (2001). Cultural Competence in the Caring Professions. Jessica Kingsley
WORK PLAN
What steps will you follow in carrying out your study?
I will be reading 20 books this semester, and also attending the course Latin
American Expressions and reading the assigned readings in that course.
I will meet with Eric and Veronica each week for the independent study, and by
attending Latin American Expressions I’ll also meet with Jennifer Manthei and Veronica
each week as well. In addition, I’ll be doing some work with Hinda Seif related to
tutoring for Mexican immigrant children in Beardstown, Illinois. In these weekly
meetings I will share what I have been learning from the readings.
I will be writing 15 short reaction papers. One each week. I will work with Eric
Hadley-Ives and the Center for Teaching and Learning on improving my writing skills,
and I will revise each of these 15 reaction papers and reviews until they are ready to
post on a blog I will establish for sharing my discoveries as I do these readings.
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I will simply be reading and reacting, improving my writing and thinking skills as I
improve my understanding of Latin American culture.
It is understood that I will rarely have time to read completely from cover to cover
the books I am covering each week. I am instead proposing to read as much as I can
in the given allotment of time for each week.
Week 1: 12 hrs.
6 hours to read Open Veins of Latin America: Five Centuries of the Pillage of a
Continent by Eduardo Galeano.
2 hours to write my first essay response to the Open Veins of Latin America.
1 hour to meet with sponsor to discuss this book and share my paper.
3 hours to research local agencies, border agencies, and travel study possibilities for
next semester.
Week 2: 14 hrs.
7 hours to read Faces and Masks and Century of the Wind, two of the three books in
the Memory of Fire Trilogy by Eduardo Galeano.
2 hours to write my second essay response to Galeano’s Memory of Fire.
1 hour to meet with my independent study sponsors.
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 3: 12 hrs.
5 hours to read The Spanish borderlands frontier 1513-1821, by John Francis
Bannon.
1 hour to write my third essay response to The Spanish Borderlands Frontier.
1 hour to revise and publish my first essay on Open Veins of Latin America on my
public class blog.
1 hour to meet with my independent study sponsors.
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 4: 12 hrs.
5 hours to read Kevin Mulroy’s Freedom on the border; the Seminole Maroons in
Florida: the Indian territory, Coahuila and Texas.
1 hour to write my fourth essay, on the Seminole Maroons.
1 hour to revise and publish my second essay, on Galeano’s Memory of Fire Trilogy,
on my public class blog.
1 hour to meet with my independent study sponsors.
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 5: 12 hrs
5 hours to read Rebellion in the Borderlands by James Santos.
1 hour to write my fifth essay response, this one for Rebellion in the Borderlands.
1 hour to revise and publish my third essay (on Spanish Borderlands Frontier) on my
public blog.
1 hour to meet with my independent study sponsors.
4 hours to participate in the undergraduate course on Latin American Expressions.
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Week 6: 12 hrs
6 hours to read El Laberinto de la Soledad [Labyrinth of Solitude] by Octavio Paz.
1 hour to write my sixth essay response, this one for Laberinto de la Soledad.
1 hour to revise and publish my fourth essay (on Freedom on the Border) on my
public blog.
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 7: 11.5 hrs
5 hours to read Como agua para chocolate [Like water for chocolate] by Laura
Esquivel.
90 minutes to write my seventh essay response, this one for Como agua para
chocolate.
30 minutes to revise and publish my fifth essay (on Rebellion in the Borderlands) on
my public blog.
30 minutes to meet with my independent study sponsors.
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 8: 11.5 hrs
5 hours to read The House on Mango Street by Sandra Cisneros.
90 minutes to write my eighth essay response, this one for The House on Mango
Street.
30 minutes to revise and publish my eighth essay (on El Laberinto de la Soledad) on
my public blog.
30 minutes to meet with my independent study sponsors.
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 9: 11 hrs.
5 hours to read Borderland / La Frontera: The New Mestiza by Gloria Evangelina
Anzaldua.
90 minutes to write my ninth essay response, this one for Borderland / La Frontera.
30 minutes to revise and publish my seventh essay (on Como agua para chocolate)
on my public blog.
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 10: 13 hrs.
6 hours to read Wetback Nation by Peter Laufer and also Mexican Lives by Judith
Adler Hellman.
90 minutes to write my tenth essay response, this one for Wetback Nation and
Mexican Lives.
30 minutes to revise and publish my eighth essay (on The House on Mango Street)
on my public blog.
1 hour to meet with my independent study sponsors.
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 11: 13 hrs.
6 hours to read With a pistol in his hand by Américo Paredes.
90 minutes to write my eleventh essay response, this one for With a pistol in his
hand.
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1 hour to revise and publish my ninth essay (on Borderland / La Frontera) on my
public blog.
30 minutes to meet with my independent study sponsors.
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 12: 12 hrs.
6 hours to read By the Lake of Sleeping Children by Luis Alberto Urrea and On the
Line by Augusta Dwyer.
1 hour to write my twelfth essay response, this one for Lake of Sleeping Children.
1 hour to revise and publish my tenth essay (on Wetback Nation) on my public blog.
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 13: 12 hrs.
5 hours to read Lives on the line: Dispatches from the U.S.-Mexico border by Miriam
Davidson.
90 minutes to write my thirteenth essay response, this one for Dwyer’s On The Line
and Davidson’s Lives on the Line.
30 minutes to revise and publish my eleventh essay (on With a pistol in his hand) on
my public blog.
1 hour to meet with my independent study sponsors
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 14: 12.5 hrs.
7 hours to read Mexicans & Americans; Cracking the culture code by Ned Crouch
and Kieran O’Hagan’s Cultural Competence in the Caring Professions.
1 hour to write my fourteenth essay response, this one for Crouch’s Mexicans &
Americans.
30 minutes to revise and publish my twelfth essay (on By the Lake of Sleeping
Children) on my public blog.
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 15: 12.5 hrs.
5 hours to read Addressing Racism: Facilitating Cultural Competence in Mental
Health and Educational Settings, edited by Constantine and Sue
2 hours to write my fifteenth essay response, this one for Addressing Racism and
Cultural Competence in the Caring Professions.
1 hour to meet with my independent study sponsors.
30 minutes to revise and publish my thirteenth essay (On the Line and Lives on the
Line) on my public blog.
4 hours to participate in the undergraduate course on Latin American Expressions.
Week 16: 7 hrs.
1 hour to meet with my independent study sponsors.
2 hours to revise and publish my fourteenth and fifteenth essays, so that I will have
finished and published 15 essays on my public class blog.
4 hours to participate in the undergraduate course on Latin American Expressions.
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EVALUATION / DOCUMENTATION
How will you demonstrate to the Instructor that you have met your objectives?
(e.g.., term page; other product, oral examination)
My reaction papers much show that I have read each book and learned something
valuable about Latin American culture from each reading. My weekly meetings must
also show that I am keeping up in my reading and work in this independent study. The
time commitment I estimate for this course is 180 hours, which really makes it worth
4.5 credits, but as the assignments are only reading and writing relatively informal
short essays and presenting what I’ve read in oral discussions with my sponsors, I
think I should earn 4 units if I do the reading and demonstrate that I understand more
about Mexican history and culture.
The papers I turn in each week will be in a final draft format without errors of
grammar and spelling, but writing is a weakness I have, so I expect my sponsors
(mainly Eric, but also Veronica) to give me feedback on each paper’s first submission
so that I may revise and improve the short papers before publishing them on the public
blog.
What criteria should be used to evaluate your performance? (e.g., comprehension,
creativity, insightfulness, scholarship, other)
My reaction papers must show:
1) I understand key ideas from the readings.
2) I can think about how these ideas might be useful in human services.
3) I can explain how the ideas from the readings might give a person working in
human services with immigrants some better understanding of their clients.
4) That I am writing at a graduate level.
5) That I am thinking at the level of a graduate student with mastery of my topic.
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TENTATIVE SCHEDULE
Give an approximation of when you expect to complete each section or part of your study.
Mid-semester Progress Report
Final Meeting with faculty sponsor
PROJECT APPROVAL
Student’s signature: (Signature Waived if Submitted Online)
Date:
I agree to sponsor this project:
Signature of faculty sponsor
Date:
Signature of external resource:
Received by LNT
Name:
Date:
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