Faculty Leave Report – Kirk Widdison (Winter 2014)
I
May 5, 2014
Project title
Spanish Curriculum for the Professions
II
Overview of objectives
My goal was to develop ideas for practical Spanish language courses that would be of
benefit to students with specific disciplinary interests, such as business and health services. The
project anticipated opportunities for new curriculum at the beginning, intermediate, and
advanced course levels. A complete description of the proposed project and objectives is
attached to this report as Appendix 1.
III
Background research
I targeted professional conferences and workshops so that I could gather ideas of how
such coursework is developed and implemented in other colleges and universities. These
clustered around my leave time and not only helped me identify the benefits and challenges of
this type of curriculum, but also allowed me to make valuable contacts in the field and locate
important resources commonly used. The 3 gatherings I attended were as follows:

A summer institute sponsored by the Center for Advanced Research in Language
Acquisition (CARLA) at the University of Minnesota. This was a week-long seminar in
July 2013 on the topic of “Content-Based Instruction and Curriculum Development”.

A conference organized by a charter member of the Cultures and Languages across the
Curriculum (CLAC) Consortium at the University of Richmond, Virginia. The theme of
this 2-day event held in September 2013 was “Growing and Sustaining CLAC Programs”
at institutions of higher education.

The annual conference of the Centers for International Business Education and Research
(CIBER) in Park City, Utah. This 3-day meeting in April 2014 was sponsored by the
Marriott School of Business at BYU and focused on “Business Language Curriculum”
for foreign language instructors.
I pondered these experiences in the light of our unique circumstances at BYU-Idaho and
decided on what I believe is the most cost-effective way to initiate coursework that provides
significant benefit to the largest number of students while drawing on existing resources. The
plan I would like to pursue, in ordered sequence, is as follows:
1) Develop professional track sections of Spanish 302 (our class for returned missionaries) that
will center the readings and grammar review on business and health services topics – to be taught
separately.
2) Develop a professional track section of Spanish 101 (our class for beginners) in which
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students learn the standard 4 language skills in the context of medical situations.
3) Develop a working template of a CLAC section (for advanced-level students) that instructors
of other disciplines might consider as an add-on to their existing classes. This would be a group
that discusses selected readings on the subject matter in a foreign language for credit determined
by the faculty instructor, and managed by approved student team leaders in face-to-face meetings
or online.
IV
Spanish 302 survey
I prepared the survey given in Appendix 2 of this report to get a better sense of the
interest current students have in a special section of this class with the content focused on
business or health services topics. The survey was administered to the 4 sections of Spanish 302
taught in the Winter 14 semester. The sample size of 80 survey participants out of a total of 92
enrolled students represents a response rate of 87%. There were 55/80 students (69%) who
expressed interest in this idea. Of these, 25/55 (45%) were students with business related
backgrounds and 22/55 (40%) were in programs related to health services.
The response from this sample of Spanish 302 students demonstrates significant interest
in a special section of this class dedicated to one or the other topic. I have discussed this idea
informally with my Spanish language colleagues and plan to present the idea in a section
meeting this Spring semester. If I receive approval, I would like to run business and health
services pilots of 302 in the coming years. This will require setting aside 1 regularly scheduled
section on a given semester. We will still have several other sections to accommodate the
students who need an academically-oriented class as part of their Spanish major or minor.
V
Textbook review
A) Spanish 302 (business)
I reviewed the following 4 books for their usefulness in a professional track section of
Spanish 302 and provide brief observations below.

Exito comercial (6th edition), in press – 2015. Doyle and Fryer, authors. Cengage
Learning, publishers.
Very comprehensive treatment of business practices in all of the Spanish-speaking world.
Some readings, no grammar, detailed geo-political and cultural information. The focus is
on conversational and writing development. This book is level-appropriate, but is more
useful for a class on business taught in Spanish rather than a Spanish class with a
business focus. [2nd choice]

Saldo a favor, 1998. Galloway, et al., authors. Wiley and Sons, publishers.
Grammar review is integrated into topical presentation of various business aspects. Good
selection of related vocabulary written activities. Few authentic readings and outdated
ancillary resources. This book could work for the class but would require the instructor
to identify sources for readings and prepare reading and discussion activities. [3rd choice]

Spanish for Business, 2003. Rush and Houston, authors. Prentice Hall, publishers.
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A traditional 4-skills approach to the topic with a simplified grammar presentation in
English. The vocabulary and communicative activities are very basic and there is little
cultural contextualization of the business topics. This book might be used at the
beginning level and would not be appropriate for returned missionaries. [4th choice]

Entre socios, 2011. Carney and Coria-Sánchez, authors. McGraw Hill, publishers.
Excellent selection of authentic business readings along with a good variety of pre- and
post-reading activities. Vocabulary and cultural explanations are indexed to readings.
Conversational and writing components are adequate and supplemented with ideas for
out of class exploration online. Basic grammar review and exercises are included in an
appendix. This book has it all – it has the right focus and is prepared at the right level to
be challenging and useful for our students. [1st choice]
B) Spanish 101 (health services)
I reviewed the following 4 books for their usefulness in a professional track section of
Spanish 101 and provide brief observations below.

Salud!, 2012. Bender, et al., authors. Prentice Hall, publishers.
An innovative program prepared by an interdisciplinary team at UNC Chapel Hill that
presents medical topics around a fictional narrative presented to students on DVD. The
grammar presentation has good detail, but few practice exercises. There aren’t many
communicative activities and not much in the way of development of reading and
writing. [3rd choice]

An Introduction to Spanish for Health Care Workers (4th edition), 2013. Chase and
Medina, authors. Yale University Press, publishers.
This book takes a functional approach by introducing typical language that health care
professionals will encounter in different situations. There are short, graded readings as
well as cultural notes that tie in with the assigned vocabulary. Online resources and an
accompanying DVD allow students to explore topics of interest in greater detail.
Grammar explanations are minimal and will require further elaboration by the instructor.
[1st choice]

Medical Spanish (2nd edition), 2000. Kearon and DiLorenzo, authors. Cengage
Learning, publishers.
Medical topics are presented via a scripted dialogue that students hear on the CD
included with the text. Traditional grammar presentations with directed practice leading
into more communicative activities. The book has only very basic graphics and cultural
explanations, but does well at balancing a 4-skills approach. [2nd choice]

Basic Spanish for Medical Personnel (2nd edition), 2011. Jarvis and Lebredo, authors.
Cengage Learning, publishers.
Numerous reading and listening comprehension sections, but they follow a predictable
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pattern with little variety. Thorough vocabulary and open-ended, hypothetical situations
intended to develop oral skills although they are probably too advanced for 1st year
students. All grammar is presented separately in an accompanying text and reinforced
with online learning activities. [3rd choice]
VI
CLAC integration
I conducted a full review of BYU-Idaho courses listed in the 2013-14 online Catalog in
order to identify advanced-level classes across disciplines that might benefit from an add-on
CLAC component. I chose those with descriptors that suggest an international perspective to the
course content. The list of potential CLAC beneficiaries is attached as Appendix 3.
VII
Future developments
To implement fully the 3 parts of the plan formulated in section II of this report, I intend
to take the following actions:
1) Professional track sections of Spanish 302
 Request approval from Spanish section faculty to set aside 1 section of 302 in Spring 15
to run the business pilot and 1 section in Winter 16 to run the health services pilot.
 Develop course syllabus and lesson plans prior to instruction
2) Professional track section of Spanish 101
 Conduct survey in existing 101 classes to gauge interest in special section focused on
health services
 Share results and discuss idea with Spanish group to obtain permission to teach 1 section
of health services pilot in Fall 16
 Develop course syllabus and lesson plans prior to instruction; as this class will appeal to
the local medical community, I intend to develop this course online
3) Cross-disciplinary CLAC sections
 Present CLAC ideas in the Fall 14 Faculty Conference to gather feedback and input
 Follow up with interested faculty to generate implementation ideas
 Obtain higher-level approval and resources, as needed
 Serve as a liason in coordinating any pilots attempted
Following the trial runs of any and all of the above courses, I will need to assess carefully
the student and faculty response and make adjustments and elaborations accordingly. If there is
sufficient satisfaction and success with the proposed classes, I will undertake to train adjuncts
and student coordinators who can sustain these offerings regularly.
VIII
Post script
I should mention 2 other significant experiences that occurred during my faculty leave,
although they were not part of my proposed project. First, I attended the ACE Leadership
Conference held in Miami in the second week of January 2014. The University sent a delegation
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of Department Chairs from different Colleges to be trained in this intense, 2-day event. I went as
our College representative and not only learned about a variety of administrative issues that
Chairs must address, but also strengthened ties with my peers from other Departments on
campus. Secondly, I spent some time in Chile during February for the cultural and linguistic
renewal that all foreign language instructors need from time to time. This helped sharpen my
communication skills and keep my knowledge of sociopolitical developments current.
I give my sincere thanks to the College and University for supporting this valuable leave
time and look forward to seeing the fruits of this project take shape.
Respectfully submitted,
Kirk Widdison
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Appendix 1 – Original Faculty Leave Proposal
Spanish Curriculum for the Professions
General Description
The purpose of this project is to develop a component of the Spanish curriculum that will address
the needs of students to acquire practical language skills that relate directly to their long-term
professional interests. There are three broad professional areas in which our students can benefit
from a disciplinary-specific study of Spanish: Health Services, Business, and Law. My goal is
to develop coursework in these areas ranging over the beginning, intermediate, and advanced
levels that correlates with the curriculum in students’ majors. As a result, students will build and
refine Spanish language skills relevant to their chosen fields, faculty will establish and maintain
stronger interdisciplinary ties, and the university will enhance its international profile and
community relations.
1) At the beginning level there is a dire need for students of the health services to acquire a
working knowledge of medical Spanish that they can use in first encounters with Hispanic
patients in order to provide assistance until other bilingual personnel or interpreters arrive. A
special section of our 1st year Spanish class devoted to developing language skills in this field
will be of great benefit to these individuals. For example, Spanish 101-102 for health care
students will organize the study of basic grammar structures around important functions of
professionals (greeting patients, making appointments, assessing immediate health concerns,
etc.) while developing appropriate medical vocabulary to carry out these tasks. Important
cultural information regarding the health care needs of the Hispanic population in the U.S. will
be included as well.
2) The unique nature of our student population has resulted in a demand for intermediate-level
Spanish coursework in legal and business applications. There are significant numbers of Spanish
speaking returned missionaries with competency in the language who lack an appropriate outlet
for their hard-earned abilities. They are less interested in our traditional curriculum centered
around developing language teachers and more desirous to apply their skills to their professional
pursuits. A special section of our 3rd year class (Span. 321) with an emphasis on vocabulary,
writing, and cultural practices in law and business will fill this need. Sample curriculum will
include the study of advanced Spanish language materials on topics such as office management,
investment, marketing, banking, trade, etc. to allow students to refine their vocabulary and
grammar in this field. Writing assignments will include drafting such documents as resumes, job
application forms, business letters, field surveys, and others. The course will also present
general principles and practices of business culture in the Latino community.
3) Much of the BYU-Idaho faculty has acquired the same Spanish language skills as returned
missionaries, and our campus enjoys a presence of Spanish speaking international students as
well. This provides an ideal environment for advanced-level study of Spanish culture and
language across the curriculum. Coursework might consist of single credit, add-on, breakout
sections in which students in a variety of academic fields could read and discuss approved
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content material in Spanish for added perspective and insight into their subject. These sections
will be developed by the Spanish speaking faculty in various disciplines in collaboration with the
Spanish language faculty. If faculty load does not permit direct supervision of these add-on
sections, approved majors who are Spanish speaking international students or RMs might serve
as discussion group leaders. Such coursework will be particularly appealing to an increasing
number of international studies students as well as others with interests in studying or working
abroad. The specific organization and substance of these reading sections will vary across
disciplines, but will parallel the curricular content of the affiliated course and offer students
different ways of conceptualizing and verbalizing the subject. As participants read, ponder, and
discuss selected topics in another language they not only develop the cognitive skills useful in
practicing their discipline in a global marketplace and furthering their studies in international
academic settings, but they also cultivate greater comparative and analytic capabilities that will
enrich their university experience.
How does the proposed leave or load reduction benefit students, your program, and the
institution?
Benefits to students
Our curriculum as currently constituted serves well our Teacher Education majors and minors
who learn the language skills, cultural background, grammatical knowledge, pedagogical theory,
and literary heritage that will be useful to them in academic settings. However, the majority of
our students are non-teaching Spanish minors who desire to use their Spanish outside of the
classroom. At present we have roughly 230 such students as follows:
# of minors
65
Possible professional path
Business
Major
Business Management,
Accounting, Financial Economics,
Computer Info. Technology,
Horticulture, *International
Studies
65
Health services
Biology, Health Science, Physics
Psychology, Chemistry, Health
Care Administration, Exercise
Science, Exercise Physiology
85
Legal
Political Science, Sociology,
History, Humanities, University
Studies, English, *International
Studies
15
Other
Art, Music, etc.
*Half of the International Studies students were assumed to be following a Business path and the
other half a Legal path.
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While the assumptions made in correlating majors with possible professional paths may not be
entirely accurate, I believe they are representative of the likely interests of our non-teaching
minors. It is likely that the potential interest is much greater than shown here as there are many
majors, such as Nursing, Paramedicine, Public Health, Marketing, Agribusiness, Criminology,
etc, whose students are not currently declared Spanish minors but would also benefit from
practical Spanish coursework in their content areas. Many of them are in demanding majors that
don’t allow for an extensive study of Spanish but could derive great benefit from an appropriate
class targeted to their needs.
Benefits to our program
With the proposed modifications, the Spanish non-teaching minor will provide a more
meaningful experience to many of our students and thus fulfill one of our program objectives to
help them “prepare for the lifelong use of their language skills in their homes, in their
employment, and in the Church.” Since the proposed curricular additions at the beginning and
intermediate levels involve alternative sections of existing classes they might form the basis of a
“professional track”, a useful refinement of the minor. The advanced-level single-credit reading
and discussion sections proposed here will actually add value to the programs of the various
disciplines that implement them. Students might be given the option of counting this type of
credit individually as part of the program in which it is offered or they could cluster 2 or 3 of
these experiences in place of one of the required culture or reading classes currently in our minor
(350, 441, 451).
Benefits to the university
This project is in harmony with many of the initiatives that BYU-Idaho is pursuing, such as the
development of modularity in our curriculum, greater collaboration among faculty through
interdisciplinary efforts, and internationalization of our academic offerings. A few content
specific Spanish classes will not only allow our minors to focus their language skills in a
meaningful way, but might also serve as stand alone options to enhance the professional training
of other students too busy to pursue the minor. In developing such classes I will consult with my
colleagues across the disciplines to determine what topics, situations, vocabulary, and skills their
majors will find most useful in their careers. This will help me locate textbooks, identify
appropriate resources, prepare course materials, and organize the curriculum in such a way as to
be of maximum benefit to their students. For the advanced-level breakout sections there is an
additonal opportunity for collaboration by inviting faculty with Spanish language skills to
oversee the reading and discussion that takes place in their courses. If the faculty were too busy
for direct involvement in such advanced-level add-on sections to their classes, we might manage
them following other university initiatives such as by using competent and approved student
leaders in a face to face setting or having these qualified students do the same in an online
discussion group or in some kind of hybrid class structure. As we train students to apply their
Spanish language skills to their professional pursuits they will be better prepared for study
abroad and foreign internship experiences and will represent the university better in a global
marketplace. There is a further opportunity for the university to improve community outreach if
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such classes are delivered so that in-service professionals, particularly in health services, could
take the beginning and possibly intermediate level classes. I am aware of significant interest in
such training from many who work at Madison Memorial Hospital and other medical clinics in
Rexburg.
What will be the specific outcomes from this leave?
1) Creation of a network of faculty colleagues in targeted disciplines whose input will guide
my efforts
2) Formulation of outlines for beginning-, intermediate-, and advanced-level classes,
including learning objectives, topics to be covered, potential learning activities, and
published and online resources to be considered
3) Preparation of a curricular proposal to integrate such courses into the Spanish minor
4) Establishment of dialogue with local health professionals (and possibly law enforcement)
to assess accurately community interest in proposed classes
What kind of public review, exhibition, or performance is planned and what access will
students have to that?
The curricular proposal (outcome 3) will be discussed initially among the Spanish language
faculty and subsequently submitted for review by the curriculum review committees at the
college and university levels. The ideas discussed with faculty across campus (outcome 1) and
interested local professionals (outcome 4) might be formalized into a learning community and
possibly shared more broadly in a forum such as the pre-semester faculty conference (most likely
in Fall 2014) or a brown bag workshop. Once the proposed classes are sufficiently organized
(outcome 2), I will seek permission to pilot them with interested students.
What intellectual or personal property will be produced in conjunction with the Learning
Fellowship?
The beginning- and intermediate-level classes that stress language skills development and
refinement in a professional context will likely adopt existing published and online texts and
resources as their core. The primary materials for the advanced-level classes will consist of
Spanish language content related to the topics these breakout sections are covering from reliable
and approved professional sources as identified by the supervision instructor. Supplementary
materials, activities, and assessments produced for all of these courses will be treated the same as
those corresponding to already established classes taught by faculty.
Does this involve other faculty?
Collaboration with other faculty and local professionals is central to my plan (outcomes 1 and 4),
although none are directly responsible for carrying out this proposal. To the extent that I am
successful in engaging those who work with students in the indicated professional areas, the
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proposed classes will be more effective in advancing academic goals of mutual interest and more
meaningful to the students.
Does this involve students?
In formulating Spanish language content that will be practical for professional purposes, input
from students as well as from recent graduates will supplement well what supervising faculty
suggest. Surveying students during the planning stage as well as gathering their comments and
feedback during the piloting stage will be important in delivering content oriented language
instruction of greatest value. I might request the assistance of a student researcher to design,
carry out, and compile the results of faculty, student, and community surveys. Additionally, I
will enlist the help of student technology specialists to help with the online component of course
design and resource development. Student discussion leaders will be an integral part of the
advanced-level discussion sections, thus providing ongoing opportunities for involvement.
Describe how the outcomes above will have a life beyond the leave.
Increased collaboration through interdisciplinary efforts within and without the university
(outcomes 1 and 4) creates better relations and synergy that open new doors of opportunity for
future ventures. The coursework itself and proposed program change (objectives 2 and 3)
coincide well with the direction our department has taken in recent years by envisioning foreign
language learning not as an end unto itself, but rather as a means of creating a complementary
skill set that has practical application in various professional fields. Once the beginning- and
intermediate-level classes are established adjuncts and instructors can gain sufficient familiarity
with the content areas so that the continued offering of this curriculum does not depend on a
single faculty member. Moreover, the advanced-level Spanish language discussion sections of
classes in various disciplines could serve as a model of what might be done in other languages
where student and faculty expertise exists (Portuguese, Chinese?).
Describe how this leave will enhance your ability in the use of the Learning Model.
Students are more naturally engaged in learning to the extent that they are able to make
connections between their experiences. Similarly, I am excited about this project because it will
allow me to build bridges that help faculty see more clearly how our disciplines can and should
work together to produce the best quality of student possible. The learning and teaching one
another that I experience as I work through these ideas in collaboration with colleagues will be
invaluable as I attempt to implement the same environment among students. Conceptualization
of this project is an outgrowth of life-long learning as I have applied my competency in Spanish
to other specialized interests – a bachellor’s degree in economics, certification as interpreter of
medical spanish, and free-lance translation work for the business and social service sectors.
Through the curricular changes contemplated in this project I hope to be able to inspire students
to ponder and prove the integration of Spanish with their professional pursuits as I have done.
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Addendum
Conditional Approval [1/3/2013]
Kirk Widdison --- Why this was conditionally approved: Excellent idea and a well-prepared
proposal, great opportunity for students, implementation appears to be doable with existing
resources --- What needs to be done in order to have this approved: only one question was raised,
what will the impact be of this on existing enrollments? will this new professional track split
enrollments with the Education track and cause partially filled sections in each? --- Kirk should
confer with Scott Galer on that question and create a response that addresses that issue --- his
response does not need to be sent to your FDC but can be sent directly to you (for your
comments) and then to Kelly --- should be no problem making the Winter 2014 target
Response to Conditional Approval – 1/18/2013
The new coursework resulting from this project (Outcome 2, p. 4) targets students at the
beginning, intermediate and advanced levels (General description, items 1-3, pp. 1-2). The
courses created at the beginning and intermediate levels will consist of new sections of Spanish
101 (for students of Health Services) and 302 (for students of Business) respectively. Both of
these classes are high-demand, multiple-section courses. In recent semesters, enrollments in
Spanish 101 have run at capacity for 5 face-to-face sections and 2 online sections. Likewise, we
regularly fill to capacity 5 traditional sections of Spanish 302 and a newly initiated online section
of this class is building enrollment. Instructors of some of these sections often add students
beyond capacity and most sections generate online waiting lists.
The idea presented is to reserve one of the existing sections of 101 and 302 for professional track
students during the pilot stage as suggested. The expected effect will be a redirecting of the
student population such that those with professional interests will opt for the newly created
section while the remaining students with educational objectives will continue to fill the
remaining sections as before. If students respond well and greater demand for these professional
oriented sections arises, we might offer more of these sections and fewer of the education-based
ones. Although initially student response may cause purely distributional changes in the current
number of sections offered for 101 and 302, there is a chance that the more specialized sections
of these classes may increase demand for them: students in these fields who don’t take these
classes currently might find them more appealing as they recognize their greater utility. Whether
we maintain the baseline of sections offered at present or expand them should not affect
adversely the other sections offered to our teacher education students. Subsequent elaboration of
a new professional track of such courses (Outcome 3, p. 4) would only occur if such piloting
yields a positive response across the disciplines.
The type of advanced-level “break-out” sections proposed here are entirely new offerings that
would be added onto existing classes in varying professional fields. They would allow for a
minimal amount of optional credit (1 hour) that students might earn in conjunction with existing
classes. The model wherein international students or returned missionaries with advanced
standing in those disciplines, and instructor approval, conduct these sessions will not affect the
faculty workload to any measurable degree. Faculty buy-in is crucial for these new sections to
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develop, but will remain completely optional. The expectation is that instructors will see the
value of such student-faculty collaboration, as well as the enriched understanding that student
participants will gain, and will welcome the opportunity.
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Appendix 2 – Spanish 302 Survey
Appendix 3 – Potential CLAC courses
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Faculty Leave Report – Kirk Widdison (Winter 2014)
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Art 202
Art 305
Art 400
Art 403
Bio 475
B 380
B 466
Ag Bus 410
Ag Bus 460
Econ 358
Geog 321
Geog 350
HS 480
Hist 310
Hist 330
Hist 340
Hum 202
IntSt 300
IntSt 341-50
Poly Sci 170
Poly Sci 372
Poly Sci 375
Psych 311
Soc 411
TA 402
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Art History
Meso-American Art
[Art History] Readings
19th Century Art
Evolutionary Science
Introduction to International Business
Global Sourcing
Agricultural Policy and Trade
Global Food and Agricultural Business Management
International Economics
Geography of Developing Nations
Cultural Geography
International Health
Modern European History
The Far East
Latin America
West Culture: Renaissance – Modern
Cultural Paradigms
Area Culture Studies
International Politics
Advanced Theory of International Relations
International Law and Organization
History and Systems of Psychology
Global Conflicts and Terrorism
Theater History 2
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