Date approved by CPC
10/4/11
Date approved by faculty
N/A
TRANSYLVANIA UNIVERSITY COMMITTEE ON PROGRAM AND CURRICULUM
Application for New Course
1. Submitted by (program) Foreign languages
2. Course Designation and Catalog Description
a. SPAN 2XX4 (Use SPAN-2124)
prefix/number
Note:
1000-level courses cover a wide range of material, serve as introductions to a discipline, and
are generally appropriate for first-year students
2000-level courses are more specific in focus than 1000-level courses, may require some
previous knowledge, and are generally appropriate for sophomores.
3000-level course are clearly upper-level courses, require significant background, may have
prerequisites and are generally appropriate for juniors and seniors.
4000-level courses require extensive background, usually have prerequisites, and are generally
appropriate for juniors and seniors
Course Numbering Justification:
Provide a concrete rationale for the proposed course number by appealing to the description of
the course numbering system as outlined above
An appropriate level of proficiency usually attained by completion of SPAN1034 or
its equivalent with an A or a high B will in most cases suffice for success in this
course. Completion of either SPAN 2024 or 2084 would be the ideal, but
historically, students who attained either A or B+ in SPAN 1034 have done well in
this course when offered in May Term.
b. i.
Spanish 2XXX Intro. to Chicano Lit. and Culture
Transcript Title (limited to 29 characters/spaces only)
b. ii. SPAN 2XXX Introduction to Chicano Literature
Catalog Title (unlimited characters)
c.
Three
d.
class hours/wk
none
lab hours/wk
and Culture
e.
One
units
f. Instructor(s):
Lisa Contreras
g. Prerequisites:
SPAN 1034 or demonstrated proficiency/permission of the instructor
Please provide a course description exactly as it should appear in the catalog. Descriptions must be less
than 75 total words. Descriptions may be returned for editing.
SPAN 2XXX In this course, students read, discuss, and analyze representative texts of the
Chicano literary tradition, and reflect on cultural trends of the mid-20th and early 21st centuries.
We will emphasize the Chicano civil rights movement, and also issues of race, class, gender and
marginalization. Prerequisite: SPAN 1034. III or IV W.
Description edited by Publications and approved by Originator and Program Director (10/4/11)
Students will read, discuss, and analyze representative texts of the Chicano literary tradition and
reflect on cultural trends of the mid-20th and early 21st centuries. Emphasis will be given to the
Chicano civil rights movement, and to issues of race, class, gender, and marginalization.
Prerequisite: SPAN 1034
3. Please attach an outline of the proposed course.

The course begins with an historical examination of the roots of the Chicano
movement, including the lives and accomplishments of figures such as César Chávez
and Reies López Tijerina, that gave rise to the various forms of expression found in
Chicano literature and film; (later in the semester the class will consider how these
events impacted past and current legislation and varying attitudes toward the Chicano
population throughout the U.S.). Next, we read Rodolfo “Corky” González’ epic
poem Yo soy Joaquín and then move to essays, short stories and more poetry (the
students recite in class a short Chicano poem of their choosing in Spanish and later
write an original piece of poetry based on their readings and film viewings.). We look
at Chicano theater, principally that of Luis Valdez, and read excerpts of Tomás
Rivera’s seminal text Y no se lo tragó la tierra.. We also look at how the history of
the Chicano people was and to some extent is still expressed in the musical form of the
corrido. Excerpts from present-day Chicano writings will also be read and discussed.
During the term we view and discuss four or five different films that provide a
perspective of Chicano life and concerns. Members of the Mexican-American
community in the Lexington area will be invited as guest speakers. Additionally, we
plan to have at least one field/service experience in the Lexington Hispanic
community.
 Sample syllabus is also attached below (This was last used in May Term 2010 but
would be adapted for a regular semester course with the appropriate changes and some
additions such as invited guest speakers)
4. Pattern information:
a.
In which patterns will this course be required (major, minor or allied)?
Not a required course in the major or minor
b.
In which patterns may it be chosen as an elective?
May be chosen as an elective in both the major and the minor pattern.
c.
5. Does any part of this course duplicate material already addressed in existing courses? If so, why is this desirable?
It does not duplicate material in any of our existing course offerings in Spanish.
6. How often will this course be offered?
a. Twice a year
b. Fall
X
Once a year
Winter X
May
Alternate years
X
X
Summer
7. What methods of instruction will be employed?
Lecture, discussion, films, guest speakers, field experience(s) including a probable service
component.
8. Will this course require any facilities, equipment, or personnel not presently available?
If yes, please explain.
No. I have taught the course three times in the past with only those facilities, equipment and
personnel currently available.
9. Will the course require additional library resources (books, journals, online databases)? If yes, please explain.
I may request a few more recently published books and newer films that I do not currently own
but for the most part, I already have the majority of the materials needed.
10. What enrollment is expected?
15-20
Maximum enrollment desired?
16 -18
11. What is the primary reason this course was proposed?
This course will address an area of Hispanic literature and culture not yet explored in our current
course offerings. It will provide a space where rarely heard voices of a significant portion of the
citizens of the United States may be heard. It could also serve as support for the proposed Social
Justice major or minor and would add to the university’s diversity initiative.
12. Whom should CPC consult for further information regarding the proposed changes?
Contact is Lisa Contreras
*********************************************************************************************
The following sections must be completed before application is considered by CPC:
Originated by
____Lisa Contreras____________________
_9/30/11__________
Date
Program Director comments:
The entire Foreign Language program fully supports the integration of the Chicano Literature class, which
has been taught to much acclaim for several years as a Special Topics class. We feel that the inclusion of this course
in the Spanish curriculum would have the added benefit of attracting more Latino students to Transylvania
University.
_____Simonetta Cochis________________
Program Director
_9/30/11__________
Date
Division Chair comments:
I fully support the proposal for the reasons the program director articulates.
__Martha Billips_____________________
_9/30/11__________
Division Chair
Date
_____________________________________________________________________________________________
Division Chair submits form via email to CPC secretary (Michelle Rawlings, mrawlings@transy.edu) and chair
(Michael Pepper, mpepper@transy.edu)
Paste Syllabus here:
SPAN 2294: Special Topics – Introducción a la literatura y cultura chicana
May Term 2010
Profa. Lisa Contreras
Oficina : HH 316-A
Tel.: 223-8128; Email: lcontreras@transy.edu
Homework assignment website: MOODLE. All is filed under “News Forum”
Horas de oficina: MTWThF: 11:00-12:00.
Required materials:
 Hernández-Gutiérrez, Manuel de Jesús and Foster, David, eds. Literatura
chicana, 1965-1995, An Anthology in Spanish, English and Caló. New
York and London: Garland Publishing, 1997.
 A dedicated folder or binder for ChicLit. There will be a fair number of
handouts that you should keep together in this binder or folder and bring
them along with your text to each class meeting. They will be important
resources for discussion as well as for preparing for the examencitos.
The following are optional but highly recommended (especially if you plan to
major or minor in Spanish or Latin American and Caribbean Studies):


A good Spanish-English dictionary that references words in context. (the American
Heritage Larrouse is one good one). There are many that are quite good but that won’t
break you financially.
Galván, Roberto A. TheDictionary of Chicano Spanish. Lincolnwood, Illinois: National
textbook Company, 1995.
Course description : The course will begin with a look back into history to examine the
roots of the Chicano movement, including the lives and accomplishments of César Chávez and
Reies López Tijerina, which helped give rise to the various forms of expression found in
Chicano literature and film. We will then read Rodolfo “Corky” González’ epic poem Yo soy
Joaquín and next move to essays, short stories and more poetry (the students will memorize one
short poem in Spanish and present it to the class). We will have a look at Chicano theater,
principally that of Luis Valdez and read excerpts of Tomás Rivera’s seminal text Y no se lo tragó
la tierra.. We will also look at how the history of the Chicano people was and to some extent is
still expressed in the musical form of the corrido. Each week, we will view and discuss a
different film that provides a perspective of Chicano life and concerns. Additionally, we will
have at least two field experiences in the greater Lexington Hispanic community.
Class policies and procedures

Class attendance: You are expected to attend all classes. It is essential that all of you
read the assignments thoroughly and come to class prepared to contribute to the daily
discussions. Do not be concerned if you feel that your Spanish isn’t “perfect”. All that I
require of you is evidence of preparation and a willingness to communicate your ideas.
Because attendance is critical to your success in this class, only one absence is
permitted and this should be saved for a case of real emergency. For any absence after
the one permitted, your final grade is subject to a reduction of 5% for each absence
(except in case of documented emergency).

Makeups. NOTE WELL! There will be no make-ups for missed quizzes except in the
case of documented serious illness or other documented excused absence (that means a
written medical excuse or police report!)

Homework. Spanish 2294 Be prepared to spend at least 2-3 hours on homework for
every class session. Homework assignments (readings and discussion questions to be
answered in written form) will be posted daily on Moodle as the syllabus only provides a
general outline and dates for papers, exams, etc... Often, reading assignments will be
from class handouts. Absence from class does not excuse you from homework so if you
are unavoidably absent, you are responsible for checking on Moodle to see if
anything was handed out in class. In this case, you are responsible for picking up your
copy of the handout (on my office door) or having a friend or classmate do it for you in
plenty of time to read/study it before the next class.

Writing. Writing assignments for Spanish 2294 May Term will consist of brief reaction
papers written in Spanish. These will be graded highest on content and
comprehensibility and to a lesser degree on grammar (unless the grammar is of such
poor quality that it interferes with comprehensibility). Writing assignments must be
typed and double-spaced. Handwritten papers will not be accepted. To avoid last
minute computer/printer problems, compose, proofread and print your papers well
in advance of your class hour. It’s a good idea to always maintain a back-up file.
Check spelling and pay special attention to accent marks! Your word processing
program can insert these accents and tildes for you – ask me how if you don’t already
know.

Academic Integrity: Development of integrity is an important part of your college
experience. The policies concerning integrity in academic matters and the consequences
for dishonesty are covered in the student handbook. Cheating in this class is defined by:
1) plagiarism; 2) use of unauthorized notes on exams or looking at another
student’s exam during the test; 3) helping another student to cheat by allowing him
or her to copy your work 4) any other incident of claiming as your own work done
by another. I encourage you to study and practice your language skills with others
outside of class, but any work presented to me as the product of your sole effort must be
just that. If you are unclear on any of these points, please come talk to me – don’t risk
your academic future on a chance misunderstanding!
Componentes de la nota final
Preparación/Participación
Trabajos escritos
Examencitos
Poema - recitación
Poema – original
25%
40%
20%
05%
10%
Programa del curso (sujeto a revisión)
ABRIL
Miércoles 28 Introducción al curso. Paredes, “Teaching Chicano Literature: An Historical
Approach”,
Historical Perspective: 500 años del pueblo chicano - Photocopies (USE OVERHEAD or
other technology in class) of. pp. viii-17; pp. 22 - 23 – El grito de Dolores and Conquest and
Colonization)
(LECTURE: TATUM – pp. xii-xiii Historical background, etc.) and Jiménezp. 81 – Treaty of Guadalupe Hidalgo (include also Mexican Revolution and CINCO de MAYO –
burst the myth-balloon. HANDOUT ON HOW TO WRITE A REACTION PAPER
TAREA – READ pp. 47-61 Octavio Romano, “The historical and intellectual
presence of
Mexican Americans”; pp. 62-65 Richard Rodríguez , Prologue: Middle-Class
Pastoral. Pp.
75-88 Gloria Anzaldúa , “La conciencia de la mestiza: Towards a new
conscienciousness”
HANDOUT – CALO, HANDOUT - AZTLAN
Jueves
29
(photocopy) Yo
Hour 1: Discuss readings assigned for today. Hour 2 – HANDOUT
soy Joaquín.
Viernes
30
Película - Mi familia – (Have discussion questions ready in class.
(Handouts re Latino
film.)
Reaction paper 1 due Monday:
MAYO
Lunes
03
César Chávez (Use Rodolfo Anaya ELEGY on the Death
of César Chávez. Reies López Tijerina , Dolores Huerta (Jiménez. pp.
194-199 –look
for other)
Martes
107-109 –
04
PRUEBA 1
pp.101-103 - Jorge Ulica “Do you speak Pocho . . ?; pp.
”Tomás Rivera, “Las salamandras” 109; pp. 120-122 –Rolando R. Hinojosa
–Smith,
“Feliz cumpleaños, E.U.A
Miércoles
Elizondo,
05
pp. 186-190 – Sabine Ulibarrí, “El conejo pionero”; pp. 191 – 197, - Sergio
“Coyote emplumado”
Jueves
06
Película – The Milagro Beanfield War” Reaction paper #2 due
Monday 5/10
Viernes
07
PRUEBA 2; Discusión de la película y las lecturas del miércoles
Lunes
10 Poesía –Alurista, Gloria Anzalda
Martes
11 Poesía - José Montoya, Jimmy Santiago
Miércoles
12 Poesía -
Jueves
13 Poesía - Creación de poesías originales
Poema original due Monday, 5/17 -Imprimir DOS COPIAS
Viernes
due
14 Película The Bronze Screen: Latino Images in Film
Reaction paper #3
Wednesday, 5/19
Lunes
17 Recitación de poesía; “sesión de arte poética” (Entregar poema original )
Martes
18 PRUEBA 3 La novela; (Handout) Rivera, Y no se lo tragó la tierra
Miércoles
20
19
Discusión de la novela; Historia del corrido” 2 corridos: Texto pp. 201 –
Entregar Reaction paper #3
Jueves
20
Salir a la comunidad (Field experience in Lexington Hispanic community)
Viernes
Chicano
21
El teatro campesino– Luis Valdez; Película - Viva la causa: 500 years of
History
Reaction paper #4 due
Tuesday 5/25
Lunes
24
PRUEBA 4; Discusión de la película
Martes
Cruz)
25
Visita a las oficinas de La Voz de Kentucky – reunión con el editor Andres