Spanish Majors will achieve a level of proficiency in Spanish communication skills (listening, speaking, reading, writing) and in the understanding of Hispanic cultures sufficient to allow them to function effectively in careers in teaching, business, the media, government, the arts, etc.

These goals will be achieved by showing proficiency in the 5 Cs:

1. Communication: The communication standard stresses the use of Spanish for communication in "real life" situations. It emphasizes "what students can do with language" rather than "what they know about language." Students are asked to communicate in oral and written form, to interpret oral and written messages, to show cultural understanding when they communicate, and to present oral and written information to various audiences for a variety of purposes.
    
2. Cultures: Cultural understanding is an important part of Spanish language education. Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student's native culture. Students become better able to understand other people's points of view, ways of life, and contributions to the world.
    
3. Connections: Spanish-language instruction must be connected with other subject areas. Content from other subject areas is integrated with Spanish-language instruction through lessons or courses that are developed around themes common to other subject areas.
    
4. Comparisons: Students are encouraged to compare and contrast Spanish language and cultures with their own. They discover patterns, make predictions, and analyze similarities and differences across languages and cultures. Students often come to understand their native language and culture better through such comparisons.
    
5. Communities: Extending learning experiences from the Spanish-language classroom to the home and multilingual and multicultural community emphasizes living in a global society. Activities may include: field trips; use of e-mail and the Internet; participation in clubs, exchange or study-abroad programs, and cultural activities; school-to-work opportunities; and opportunities to hear speakers of Spanish at the University and in the classroom.

Program Goals for Minors in Spanish

Students minoring in Spanish will be required to demonstrate a level of proficiency sufficient to converse comfortably on everyday topics as well as intermediate levels of proficiency in writing, reading, and culture.

NOTE:

Majors or minors who fail to complete a course with a grade of C- or better are required to repeat the course with a satisfactory grade before proceeding to more advanced offerings.

Placement in the Spanish course sequence:

1. Students who have taken no Spanish in high school or at another institution of higher learning begin with SPN 101.
    
2. Students who have taken Spanish in high school, but not at another institution of higher learning, must take a placement exam to determine their proper placement.
    
3. Heritage Spanish speakers (that is, students who speak Spanish at home to a greater or lesser extent), students with significant Spanish immersion experience, and students who have taken Spanish courses at other institutions of higher learning must meet with a Spanish advisor in order to determine correct placement. The advisor will place the student based on any of the following or a combination thereof: an oral interview, the placement exam, a written composition.

Specific Requirements for the Spanish Major

In addition to the courses listed below, Spanish majors must also meet the following requirements:

1. A senior project in conjunction with a 400-level SPN course.
    
2. A second major, minor, or teacher education program.
    
3. Successful completion of the proficiency exams.
    
4. At least one upper-division SPN course must emphasize Latin America, one Spain.

Study abroad is strongly encouraged, especially for students planning to teach.

Specific Requirements for the Spanish Minor

Outcomes Assessment Activities

Assessment of the foreign languages program is the responsibility of the Foreign Languages Program Assessment Committee, consisting of the chair of English and Foreign Languages and three other faculty members. The committee's annual reports evaluating the program and proposing any needed changes are compiled from the following information:

• A central file of course syllabi with representative assignments is maintained by the department for inspection by the committee and other qualified persons.
   
• Faculty advisors monitor each student's progress towards completing major requirements and meeting the program goals listed in the catalog. Advisors report any problems or deficiencies in the program encountered by the students to the program assessment committee through the department chair.
   
• All Spanish majors complete a senior project emphasizing professional standards and sharpening the writing and speaking skills students have acquired in other Spanish courses. All students will be required to submit a copy of their project to the Program Assessment Committee for review.
   
• An exit exam evaluates proficiency in listening, speaking, reading, and writing as well as their understanding of Hispanic cultures.
   
• The Program Assessment Committee reviews the senior projects and the results of the exit exam on an annual basis and prepares an analysis of what is revealed about the program's success.
   
• The Program Assessment Committee administers a student-satisfaction questionnaire to all senior foreign languages majors and minors each year. A similar questionnaire is sent to recent graduates on a periodic basis.
   
• The Program Assessment Committee monitors the foreign languages curricula at leading comparable institutions and apprises the department of innovations worthy of consideration.