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2019-2020 Undergraduate Catalog [ARCHIVED CATALOG]

Courses

 

Sociology
  

  • SOC 3750 Social and Environmental Change

    Problems of environmental social change are critically examined and evaluated. Emphasis on exploring small and large scale modes of change.
    Credits: 3.0
  

  • SOC 3760 Sociology of Globalization and Inequality

    The course examines different perspectives and issues in contemporary global sociology. Particular attention is given to non-Western sociological views and perspectives. A number of social inequality issues are analyzed within a global context to examine the international dimension of issues in contemprary society. In addition, students gain an understanding of conducting and implementing research on international development issues (non-Western course). Course offered Spring Semester only.
    Credits: 3.0
  

  • SOC 3820 Gender and Global Migration

    In the past fifty years global migration has emerged as one of the most significant social processes of our time. This course provides a general overview of contemporary global patterns of migration and examines the various social, cultural, and political contexts that shape the trends and characteristics of migratory flows. The main analytical focus of the course is the gendered patterns of migration, and its intersection with race, and other forms of social inequalities as they shape the experiences, treatment, and practices of inclusion and exclusion of immigrants in various countries around the world. Students will study how immigrant women and men experience work, the family, and communities, and how policies and political mobilization affect immigrants in various receiving contexts. This is a writing intensive course.   


      Prerequisite(s): WGS 1800  or SOC 1010   or SOC 1020  
    Credits: 3.0

  

  • SOC 3910 Sociology of Population and Development in Asia

    This course introduces students to an overview of (1) the population growth and population problems in major Asian countries, such as China and India; (2) the relationship between population and socioeconomic development; and (3) the relationship between Asian development and the world (Non-Western course). Course offered Fall and Spring Semesters. Cross Listed Course(s): ASN 3910 
    Credits: 3.0
  

  • SOC 3990 Selected Topics

    Special course(s) offered either on an experimental basis or to draw upon the strengths of a visiting scholar or to examine issues of contemporary significance.
    Credits: 1.0 - 6.0
  

  • SOC 4030 Community Corrections

    Focuses on an analysis of theories and practices of parole and probation. Is also concerned with the current trend toward diversion of offenders from the criminal justice system and special community programs. Course offered Fall Semester only. Prerequisite(s): SOC 1010 
    Credits: 3.0
  

  • SOC 4820 Senior Seminar in Criminal Justice

    An in-depth, critical analysis of the literature in the field of criminal justice. Each student is expected to select a specific social organization, problem or policy, explore the current research literature, and make a presentation about the empirical findings. Course offered Fall and Spring Semesters. Prerequisite(s): SOC 2140  AND SOC 2150  Cross Listed Course(s): CCJ 4820 
    Credits: 3.0
  

  • SOC 4830 Senior Seminar in Social Service

    An in-depth, criticl analysis of the literature in the field of social services. Each student is expected to select a specific social organization, problem, or policy, explore the current research literature, and make a presentation about the empirical findings. Topics vary each semester according to students’ interests.
    Credits: 3.0
  

  • SOC 4840 Senior Seminar in Sociological Practice

    An in-depth, critical analysis of the literature in the field of applied sociology. Each student is expected to select a specific social organization, problem, or policy, explore the current research literature, and make a presentation about the empirical findings. Topics vary each semester according to students’ interests.
    Credits: 3.0
  

  • SOC 4850 Senior Seminar in Sociology

    This research-based senior seminar course is an in-depth, critical analysis of the literature and social phenomena in the field of sociology. Each student is expected to selest a specific social organization, problem, or policy, explore the current research literature, complete an original independent research project and make a presentation about the empirical findings. Topics vary in each course section according to each instructor’s pre-announced theme. This is a Writing Intensive course.
    Credits: 3.0
  

  • SOC 4910 Internship Sociology

    This course provides qualified students practicial work experience in an applied sociology setting. A variety of placements are available depending on student’s interests. Periodic conferences and seminars are an integral part of this program. Course offered Fall and Spring Semesters.
    Credits: 1.0 - 6.0
  

  • SOC 4920 Internship in Criminal Justice

    This course provides qualified students with practical work experience within the criminal justice system. Periodic conferences and a monthly seminar are an integral part of the program. Course offered Fall and Spring Semesters. Cross Listed Course(s): CCJ 4920 
    Credits: 1.0 - 6.0
  

  • SOC 4930 Field Work in Social Services

    This course provides qualified students with practical work experience in a social service setting. Periodic conferences and a monthly seminar are integral parts of this program. Course offered Fall and Spring Semesters.
    Credits: 1.0 - 6.0
  

  • SOC 4990 Independent Study

    This is to encourage self-education under the auspices of a faculty supervisor. It is open to junior and senior students with a grade point average of at least 3.0, both overall and in the major, or in the field of the independent study.
    Credits: 1.0 - 6.0

Spanish
  

  • SPAN 1060 Intensive Basic Spanish I and II

    This course introduces the student to the basic elements of the Spanish language as used in contemporary Spanish conversation in everyday situations. The student will also be exposed to basic forms of the written language and carefully graded readings aimed at widening the students’ working vocabulary.
    Credits: 6.0
  

  • SPAN 1070 Freshman Basic Spanish I

    The first semester of a one-year course in basic Spanish. Seeks to develop elementary proficiency in oral comprehension and communication, reading and writing. Open to Freshmen only.
    Credits: 3.0
  

  • SPAN 1080 Freshman Basic Spanish II

    The second semester of a first-year course in basic Spanish. Seeks to develop elementary proficiency in oral comprehension and communication, reading and writing. Open to students in corresponding SPAN 1070  section. Prerequisite(s): SPAN 1070 
    Credits: 3.0
  

  • SPAN 1100 Basic Spanish I

    Presents a communicative approach to the basic elements of the Spanish language. Course seeks to develop elementary proficiency in reading, writing, oral comprehension, and speaking. Places special emphasis on situational communication. Students can only receive a grade higher than a C- in this course.
    Credits: 3.0
  

  • SPAN 1110 Basic Spanish II

    Continues the communicative approach to the basic elements of the Spanish language. Course further develops elementary proficiency in reading, writing, oral comprehension, and speaking. Places special emphasis on situational communication. Prerequisite(s): SPAN 1070  OR SPAN 1100 
    Credits: 3.0
  

  • SPAN 1140 Contemporary Spanish for Native Speakers

    A study of the oral and grammatical structure in today’s standard Spanish. Intensive practice in oral and written composition. For native speakers only.
    Credits: 3.0
  

  • SPAN 2060 Intensive Intermediate Spanish I and II

    A thorough review of basic and second year Spanish conversation followed by an aural-oral presentation if such topics as travel, student life, careers, sports fine arts, industry, economy, politics, etc. A review and expansion of the essential of Spanish language at the second year (Intermediate) level, the development of a large and more sophisticated vocabulary, including idioms, a thorough review of the subjunctive tense, discussion of selected short stories, and other selected areas of interest to student are included. Prerequisite(s): SPAN 1060 
    Credits: 6.0
  

  • SPAN 2100 Intermediate Spanish I

    A thorough review of basic conversation followed by an aural/oral presentation of such topics as travel, student life, careers, sports, fine arts, industry, politics, etc. A review of the essentials of Spanish, development of a larger vocabulary, including idioms, discussion of selected short stories, and other selected areas of interest to students are included. Prerequisite(s): SPAN 1110 
    Credits: 3.0
  

  • SPAN 2110 Intermediate Spanish II

    A continuation and intensification of intermediate Spanish I. Guided discussion on a more sophisticated level. A variety of modern selections, prose and poetry, from the many Spanish-speaking countries, such as Puerto Rico, Mexico, Cuba, Columbia, Argentina, etc., are integrated into the course. Prerequisite(s): SPAN 2100 
    Credits: 3.0
  

  • SPAN 2200 Detective Fiction Across America

    This course will study detective fiction that focuses on Anglo American, Latin American, African American and US Latinos authors. Our purpose is threefold: to compare detective fiction from different regions across the Americas; to see how these texts construct and examine the concept of knowledge; to understand what role sex and race play in these narratives. Possible authors include: Edgar A. Poe, Jorge L. Borges, Dashiell Hammett, Lucha Corpi, Leonardo Padura, Chester Himes, among others. Prerequisite(s): ENG 1100 
    Credits: 3.0
  

  • SPAN 2211 Gateway to Spanish Proficiency

    The overall goal of this course is to strengthen the linguistic skills of students pursuing upper division coursework in Spanish. It is designed to help students achieve higher levels of linguistic competence through explicit grammar instruction, the analysis of grammar use in authentic texts and the production of oral and written discourse. It focuses on key morphosyntactic structures of Spanish, such as parts of speech, word formation and sentence stucture. Attention is given to accuracy in both oral and written communication. The course is conducted in Spansih.
    Credits: 3.0
  

  • SPAN 2220 Advanced Spanish Composition

    This course aims to increase students’ ability to develop and express ideas effectively in written Spanish. It provides extensive practice in academic writing thorough the critical reading of literary and non-literary texts to understand the rhetorical process, to analyze audience and its cultural contexts, and to foresee audience responses. It is addressed to students at the intermediate-high/low-advanced level who have a good grasp of grammar and who need to develop their writing skills in Spanish. The course further reinforces grammatical concepts to enable students to communicate effectively through a process-driven approach. This is a writing intensive course. Prerequisite(s): SPAN 2110 
    Credits: 3.0
  

  • SPAN 2280 Latino/A Literature in the US

    A survey of the literature produced by the major Hispanic groups in the United States. Groups considered are Chicanos, Cuban-Americans, Dominican-Americans, Puerto Ricans, and Chicanos. The genres to be studied are poetry, short story, novel and theatre. Special emphasis is given to the literary and cultural trends represented by the major authors. Taught in English. Prerequisite(s): SPAN 2110  
    Credits: 3.0
  

  • SPAN 2290 Survey of Spanish Literature

    A survey of peninsular Spanish literature from its beginnings to the present. Prerequisite(s): SPAN 2110  
    Credits: 3.0
  

  • SPAN 2320 Survey of Latin American Literature

    This course is a comprehensive exploration of Latin American and Caribbean literature from the fifteenth century to the present. The focus is on major writers and literary trends. Students will be introduced to Latin American poetry, narrative, theater, short stories and essays; to the contributions and tendencies of different regions and countries; to the history of the Latin American literary landscape in the context of global interactions; and to forms of dialogue between Latin America literary production and other forms of representing and questioning the world. Taught in Spanish. Prerequisite(s): SPAN 2110  Cross Listed Course(s): LAS 2320 
    Credits: 3.0
  

  • SPAN 2330 Latin American Literature in Translation

    This course examines Latin American writers and their contributions to world literature. Analyzing various literary genres, which may include short fiction, poetry, testimony or the novel, the course explores social, cultural, political, economic, and global influences that have shaped Latin American writing. Emphasis is placed on figures like: Pablo Neruda, Jorge L. Borges, Mario Vargas Llosa, Roberto Bolaño, Clarice Lispector, Cesar Vallejo, Cristina Peri Rossi, Isabel Allende, Diamela Eltit, Juan C. Onetti, Carlos Fuentes, García Márquez, Jose Martí, Gabriela Mistral, among others. This course is taught in English but Spanish majors who take it as directed elective are required to complete the writing intensive component in Spanish. Cross Listed Course(s): LAS 2330 
    Credits: 3.0
  

  • SPAN 2420 Spanish Conversation

    This course will provide immediate fluency in conversational Spanish through the comparitive study of cultures. Designed for students at the intermediate-high level desiring to hone and practice their listening and speaking, the course incorporates interactive classroom work, diverse oral exercises, activities, and assignments, all focused around the varied and distinct cultures of the Spanish-speaking world. Prerequisite(s): SPAN 2110 
    Credits: 3.0
  

  • SPAN 2500 Literary Analysis and Research Methods

    An introduction to bibliographical research and basic literary analytical methods and approaches, with attention to the exigencies of different genres and literary periods. The courses perfects the use of academic writing in Spanish, especially as it applies to the discipline of Spanish literature. It also provides an overview of the principal periods, movements, and trends of Peninsular and Latin American literary history and their historical contexts. This is a writing intensive course. Taught fully in Spanish Prerequisite(s): SPAN 2110 
    Credits: 3.0
  

  • SPAN 3000 Spanish Peninsular Literature in Translation

    A selective study of literature from the Iberian peninsula produced from the Visigothic era to the present and available in English translation. The course may be organized as a major-works or major-authors course, or it may focus on a theme or themes. Taught in English. Prerequisite(s): ENG 1500  OR SPAN 2500 
    Credits: 3.0
  

  • SPAN 3010 Masterpieces of Latin American Literature in Translation

    A selective study of the major figures and literary trends of the Latin American literature. The selected works and authors are studied from the point of view of their contributions to universal literature. Emphasis is placed on figures like: Isabel Allende, Jorge Luis Borges, Alejo Carpentier, Jose Donoso, Laura Esquivel, Carlos Fuentes, Gabriel Garcia Marquez, Rene Marques, Gabriela Mistral, Octavio Paz, and others. Taught in English. Prerequisite(s): ENG 1500  OR SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 2010 .)
    Credits: 3.0
  

  • SPAN 3020 Caribbean Culture and Literature of the Twentieth Century

    A study of the social and literary traditions of the Spanish-speaking Caribbean (Dominican Republic, Puerto Rico, and Cuba) within the context of the Caribbean Basin. Emphasis is given to the major literary and social works from the Modernismo to the present. Representative works by Bosch, Brull, Cabrera Infante, Carpentier, del Cabral, Ferre, Florit, Guillen, Henriquez Urena, Llorens Torres, Lima, Pales Matos, and others. (Cross-listed with LAS 3020 .) Prerequisite(s): SPAN 2210 OR SPAN 2220  
    Credits: 3.0
  

  • SPAN 3030 Cultural Studies I: Spain

    A contemporary cultural theory-based approach to the study of the most representative cultural, sociopolitical, philosophical, literary, and artistic contributions of Spain within the broader context of Western and non-Western (Islamic) civilization. Prerequisite(s): SPAN 2110 
    Credits: 3.0
  

  • SPAN 3040 Hispanic Culture II: Latin America

    A contemporary cultural theory-based approach to the study of Latin America’s social and political institutions, art, literature, and philosophy. (Cross-listed with LAS 3040 .) Prerequisite(s): SPAN 2110 
    Credits: 3.0
  

  • SPAN 3050 Latino Cultural Studies

    A study of the culture of the Latinos in the United States surveying the most representative cultural, social, and artistic contributions of Latinos to mainstream United States culture. Includes a study of the literature, music, theater, and cultural trends. The course focuses on the cultural production of Chicanos, Cuban-Americans, Dominican-Americans, Puerto Ricans, and others. Taught in English and Spanish. (Cross-listed with LAS 3050  and ENG 3070 ) Cross Listed Course(s): ENG 3070  LAS 3050 
    Credits: 3.0
  

  • SPAN 3100 Professional Spanish

    This course focuses on developing spanish professional language and cultural skills. Through the functional use of vocabulary and cultural contexts pertaining to different careers, including(but not limited to) business, health care, social work and law enforcement. Students will learn the linguistic and cultural skills necessary to facilitate written and oral professional interactions both in spanish speaking countries and in the USA. Prerequisite(s): SPAN 2110  or permission of chair.
    Credits: 3.0
  

  • SPAN 3140 Advanced Spanish Grammar

    This course introduces students to the grammar of the Spanish language, with emphasis of the syntactical and semantic features. The course is directed at students who have already acquired a reasonably good level of proficiency in Spanish and who wish to further consolidate, develop, and improve this proficiency. It enhances students’ knowledge and comprehension of Spanish grammar and develops an ability to apply such grammatical knowledge in the spoken and written language. Prerequisite(s): SPAN 2210 OR SPAN 2220 
    Credits: 3.0
  

  • SPAN 3200 Puerto Rican Literature Since 1898

    A selective study of the major figures and literary trends of Puerto Rican literature from 1898 to the present. Course describes the social and political changes as well as the sociopolitical crisis of the twentieth century. This course focuses on topics of nation and identity. Prerequisite(s): SPAN 2210 OR SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 3200 .)
    Credits: 3.0
  

  • SPAN 3220 Race, Slavery, and the Black Experience in Latin American Literature

    Explores and examines the race, slavery, and black experience evolution in nineteenth- and twentieth-century Hispanic Caribbean texts. Discussion focuses on the origins, influences, and projections of the Caribbean Hispanic literature. Prerequisite(s): SPAN 2210 OR SPAN 2500  
    Credits: 3.0
  

  • SPAN 3250 Nineteenth/Twentieth Century Latin American Women Writers

    A study of the literary production of the Latin American women writers of the 19th and 20th centuries. The course includes the different genres in which the female writers have made a major contribution. Prerequisite(s): SPAN 2500  Cross Listed Course(s): (Cross-listed with WGS 3250 .)
    Credits: 3.0
  

  • SPAN 3270 The Latin American Short Story

    A study of the Latin American short story from its origins to the early twenty-first century. It considers how these stories represent ethico-political views, violence, paranoia, mass culture, gender, race, and sexuality; and adapt and take part in important literary movements and modalities such as the testimony, adventure, magical realism, detective fiction, science fiction, and historical fiction. The course also offers students the opportunity to pursue work in the art of writing short stories. Taught in Spanish. Prerequisite(s): SPAN 2500 
    Credits: 3.0
  

  • SPAN 3290 Migration and Displacement in Spanish Literatures

    This course explores migration and displacement theories as they apply to the narrative and film of Spanish migration. It studies the flow of peoples between Latin America and Spain and between African countries and Spain. Students will utilize theories learned int he course to identify and analyze specific case studies within their community dealing with problems such as displaced identities, language, legal and educational barriers, and anti-immigrant discourses. This is a Technology Intensive course. The course is taught fully in Spanish. Prerequisite(s): SPAN 2500 
    Credits: 3.0
  

  • SPAN 3300 Spanish Literature of the Twentieth Century

    Selective study of major literary figures and significant trends in twentieth-century Spanish literature. Emphasis on such figures as Baroja, Unamuno, Azorin, ValleInclan, Ortega y Gasset, Benavente, Perez de Ayala, Machado, Jimenez, Salinas, Lorca Guillen, Aleixandre, Sastre, Gironella, Cela, and Laforet. Prerequisite(s): SPAN 2500  
    Credits: 3.0
  

  • SPAN 3310 Golden Age of Spain

    The great creations of the Spanish Golden Age. El Lazarillo de Tormes and El Buscon are read as examples of picaresque novels. Fray Luis de Leon, Santa Teresa de Jesus, and San Juan de la Cruz are read as examples of mystical literature. An introduction to Novelas Ejemplares and Don Quixote is also included. Prerequisite(s): SPAN 2500 
    Credits: 3.0
  

  • SPAN 3320 Theatre of Golden Age

    A study of the development of the national theatre of Spain through the plays of Lope de Vega, Tirso de Molina, Mira de Amescua, Calderon de la Barca, Alarcon, Guillen de Castro, and others. Prerequisite(s): SPAN 2500 
    Credits: 3.0
  

  • SPAN 3330 The Literature of Spain Until the Renaissance

    A study of the literature of Spain from the fifth through the fifteenth centuries. Periods, genres, styles, and schools, and a selection of major and minor authors and works, such as the Cantar de Mio Cid, Milagros de Nuestra Senora, Libro de Alexandre, Cantigas de Santa Maria, Libro de Buen Amor, Celestina, and the poetry of Jorge Manrique and the Marques de Santillana. Includes an introduction to regional and non-Castilian literature in Spanish translation. Prerequisite(s): SPAN 2500  
    Credits: 3.0
  

  • SPAN 3340 Romanticism in Spain

    A study of poetry and prose of the Spanish romanticists. In the post-romantic period special attention is given to Becquer and the aesthetics of the new poetry. Prerequisite(s): SPAN 2500 
    Credits: 3.0
  

  • SPAN 3350 Modern Latin American Theater

    A study of the evolution of the Latin American theater from its origins in the nineteenth century to the present. Representative works by Arrivi, Buenaventura, Dragun, Gorostiza, Marques, Solorzano, Sigli, Villaurrutia, Wolff, and others are studied. Taught in Spanish. Prerequisite(s): SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 3350 .)
    Credits: 3.0
  

  • SPAN 3370 Romantic Theatre Spain

    The emergence and development of the romantic theatre in Spain; in-depth study of such works as Don Alvaro o la fuerza del destino, El Trovador, Don Juan Tenorio, Los Amantes de Teruel. Prerequisite(s): SPAN 2500 
    Credits: 3.0
  

  • SPAN 3380 The Literature of Spanish America to Modernismo

    Studies the main literary currents, authors, and works from the Colonial period to the 1870s. Emphasis is given to particular authors who have made a significant contribution to the literary personality of Latin America. The study starts with the diaries of Christopher Columbus and continues until the first literary movement originated in Latin America, Modernismo. Taught in Spanish. Prerequisite(s): SPAN 2500   Cross Listed Course(s): (Cross-listed with LAS 3380 .)
    Credits: 3.0
  

  • SPAN 3390 The Modern Literature of Spanish America

    The course studies the trajectory of Latin American literature from Modernismo to the present. Emphasis is given to the “ismos” of the turn of the century, the “novelas de la tierra,” “indigenismo,” “novelas de la revolucion,” and the contemporary novel among others. Taught in Spanish. Prerequisite(s): SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 3390 .)
    Credits: 3.0
  

  • SPAN 3400 Narratives of the Mexican Revolution

    An overview of the narratives of the Mexican revolution from those that depict the conditions that prompted the armed movement to those that portray the disillusionment of a failed and betrayed revolution. Prerequisite(s): SPAN 2210 AND SPAN 2500   Cross Listed Course(s): (Cross-listed with LAS 3400 .)
    Credits: 3.0
  

  • SPAN 3410 Contemporary Dominican Literature

    A selective study of the major figures and literary trends of contemporary Dominican literature, the course examines the connections between the most recent narrative and the preceding literacy tradition Prerequisite(s): SPAN 2210 AND SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 3410 .)
    Credits: 3.0
  

  • SPAN 3430 The Novel of Latin America

    A study of the major authors of the last forty years and their works. The course emphasizes Boom and post-Boom narrative. Historical, aesthetic, and social developments, and philosophical influences are some of the main areas covered in the course. Taught in Spanish. Prerequisite(s): SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 3430 .)
    Credits: 3
  

  • SPAN 3460 19th Century Novel of Spain

    Selective study of the major novelists and significant trends in nineteenth-century Spanish novel. Emphasis on such figures as Alarcon, Pereda, Valera, Galdos, Pardo Bazan, and Alas. Prerequisite(s): SPAN 2500  
    Credits: 3.0
  

  • SPAN 3510 Introduction to Interlingual Communication

    Presentation of the various factors involved in communication and of the differences between oral and written com-muni-cation. Introduction to translation and interpretation as process of interlingual communication: types of translation; modes of interpretation; work of translators and interpreters. Improvement of active and passive skills in A and B languages. Development of oral/aural skills required for interpretation. Simple oral and written language-switching exercises. Prerequisite(s): SPAN 2500  
    Credits: 3.0
  

  • SPAN 3520 Introduction to Written Translation

    Analysis of source texts: units of meaning, context, situation. Introduction to types of translation equivalence. Translation exercises using general texts. Prerequisite(s): SPAN 3510  
    Credits: 3.0
  

  • SPAN 3630 Span Methodology and Pedagogy

    This course is designed to provide students the opportunity to learn about the methods used in teaching Spanish. The first part focuses on various pedagogical points and areas of applied linguistics, and the second half emphasizes different approaches and methods, as well as techniques and activities for the classroom. Prerequisite(s): SPAN 2210 AND SPAN 2500 
    Credits: 3.0
  

  • SPAN 3710 Cinema of Spain: Nation, Exile

    Introduces the cinema of Spain from the political allegories and exile films of the Franco era to the cultural renaissance of the 1980s. Cinema is viewed as an inherent part of twentieth-century Peninsular literary/cultural production. Special attention is devoted to the unique situations of Spanish history which render the country’s cinema considerably distinct from other European national traditions. Topics to be discussed include the representation of nation in film, surrealist visions, women and cinema, and minority discourses. Course taught in Spanish. May count for Spanish major if no other courses in student’s major program have been taught in English. Prerequisite(s): SPAN 2210 AND SPAN 2500 
    Credits: 3.0
  

  • SPAN 3720 Spanish Cinema

    Course presents an introduction to the cinema of Spain from the political allegories and exile films of the Franco era to the cultural renaissance of the 1980s. Cinema is viewed as an inherent part of twentieth-century Peninsular literary/cultural production. Special attention is devoted to the unique situations of Spanish history which render the country’s cinema considerably distinct from other European national traditions. Topics to be discussed include the representation of nation in film, surrealist visions, women and cinema, and minority discourses. Course taught in English. May count for Spanish major if no other courses in student’s major program have been taught in English.
    Credits: 3.0
  

  • SPAN 3740 Changing Directions in Latin American Cinema

    Course explores the historical and aesthetic development of Latin American cinema from its origins to the current post-national era. Taught in Spanish. Prerequisite(s): SPAN 2210 AND SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 3740 .)
    Credits: 3.0
  

  • SPAN 3960 History and Literature of Medieval Spain

    A historic, literary, and intellectual survey of the three principal religious communities of Medieval Spain (Christians, Jews, and Moslems), from approximately 500 to 1500 A.D. Prerequisite(s): ENG 1500  AND HIST 1010 
    Credits: 3.0
  

  • SPAN 3990 Selected Topics

    A topic not covered by an existing course is offered as recommended by the department and approved by the dean.
    Credits: 1.0 - 6.0
  

  • SPAN 4350 Cervantes and his Age

    A study of Cervantes’ artistic creation and its relation to the culture of the sixteenth century. Special emphasis is given to Don Quixote and the development of the novel as a genre. Prerequisite(s): SPAN 2500  
    Credits: 3.0
  

  • SPAN 4360 The Modern Latin American Essay

    A selective study of the most representative works by essay writers in Latin America. Emphasis is placed on those writers who have shaped the continental vision of the Latin American society. Writers include Arciniegas, Castro, Fernandez Retamar, Fuentes, Henriquez Urena, de Hostos, Mariategui, Paz, Picon Salas, Reyes, Rojas, Vasconcelos, Varona, and others. Taught in Spanish. Prerequisite(s): SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 4360 .)
    Credits: 3.0
  

  • SPAN 4370 Modernismo: Prose and Poetry

    A study of the Modernismo literary movement in Latin America from its beginning in the 1870’s to its conclusion in the 1930’s. Different genres, authors, and modalities are emphasized whenever the course is offered. The scope is multinational, and it includes the various generations that constitute the movement. Authors included are del Casals, Dario, Diaz Rodriguez, Gutierrez Najera, Herrera y Reissig, Lugones, Marti, Nervo, Reyes, Santos Chocano, Valencia, and Collado Martell. Taught in Spnaish. Prerequisite(s): SPAN 2500  Cross Listed Course(s): (Cross-listed with LAS 4370 .)
    Credits: 3.0
  

  • SPAN 4510 Interpreting I

    Presentation of interpretation and of different modes of interpretation used in the courtroom. Activities designed to develop oral/aural skills, memory, basic note-taking techniques, public speaking and language-switching skills. Sight translation and consecutive interpretation practice using general texts. Prerequisite(s): SPAN 3520 
    Credits: 3.0
  

  • SPAN 4520 Interpreting II

    Development of note-taking techniques. Practice of sight translation and consecutive interpretation using more difficult and varied texts than in Interpreting I. Introduction to simultaneous interpretation. Prerequisite(s): SPAN 4510 
    Credits: 3.0
  

  • SPAN 4800 Seminar in Latin American Literature

    An in-depth study of a selected author or theme in Spanish American literature. Taught in Spanish with an option for Latin American Studies majors to do work in English. Cross Listed Course(s): (Cross-listed with LAS 4800 .)
    Credits: 3.0
  

  • SPAN 4810 Seminar in Spanish Literature

    An in-depth study of a selected author’s work, or theme from Spanish Peninsular Literature. Prerequisite(s): SPAN 2500 
    Credits: 3.0
  

  • SPAN 4870 Seminar Hispanic Cinema

    Course provides students with an in-depth examination of a specific topic related to Peninsular Spanish cinema. Individual seminars may focus on an in-depth study of a director or movement, feminism and Spanish film, minority discourses, nationalism, etc. Despite the wide scope of issues the seminar may foreground, goals, objectives, outcomes, and assessments remain quite similar. Prerequisite(s): SPAN 2210 AND SPAN 2500 
    Credits: 3.0
  

  • SPAN 4980 Spanish Capstone for Seniors

    This course will synthesize Spanish and Latin American literature and cultural expression from their beginnings to the present. Literary movements and artistic tendencies will be studied along with representative works and authors. Emphasis will be placed on individual students’ career goals and overall career preparedness before graduation. This is a writing and technology intensive course.
    Credits: 3.0
  

  • SPAN 4990 Independent Study

    As approved and to be arranged.
    Credits: 1.0 - 6.0

Special Education Core
  

  • SPC 2090 Universal Design and Assistive Technology

    This course will introduce the principles and applications of universal design and assistive technology in an inclusive society. An overview of technologies and environments that integrate universal design to meet the needs of all users, as well as assistive technologies designed to equitably support individuals with various disabilities will also be provided.  Barriers that limit accessibility and facilitators which promote accessibility of materials and environments will be explored.  Candidates will have opportunities to create inclusive materials, activities, and environments using universal design principles in the field of their interest. Students are also encouraged to collaborate interdisciplinarily with their colleagues through hands-on activities.

    Prerequisites / Co-requisites and Restrictions: 
    None
     
    Credits: 3.0

  

  • SPC 2550 Foundations of Education in A Diverse Society

    This introductory course for teacher candidates seeking dual licensure in regular and special education provides an educational knowledge base consisting of the philosophy, principles, theories, legislation, court decisions, and historical foundations for educating citizens, including those with disabilities, in a democratic society. State and CEC standards are used to define current practice and the expectations held for teacher candidates who in turn begin to construct their personal philosophies of education. Characteristics of learning and intellectual disabilities, emotional/behavioral disorders, and autism are presented. Particular attention is given to ways in which these characteristics impede the progress in the general education curriculum and the methods and strategies employed by teachers to maximize student success in inclusive settings. Candidates understand how primary language, culture and familial backgrounds interact with the k-12 student’s disability to impact his/her academic skills, social abilities, attitudes, values, interests and career options. Elements of instructional planning are introduced. A 20-hour unsupervised field observation engaging k-12 students in an urban classroom setting is required as part of this course. In this writing intensive course, candidates receive instruction and practice in learning to write for multiple audiences in the field of education. Candidates apply their writing skills to express their ideas on education, to organize and summarize information on disabilites, to plan lessons, and to analyze factors that inform insturction. Multiple drafts with feedback are critical components of the writing process.
    Credits: 3.0
  

  • SPC 3130 Adaptive and Assistive Technologies in the Inclusive Classroom

    This lab-based course explores technologies that enhance the educational experience for learners in the 21st century classroom. Technologies and strategies based on The Principles of Universal Design for Learning will be addressed in order to equitably support student learning according to the diversity and ability of each learner. Students will explore various no, low, mid and high tech assistive technology tools designed to assist learners in achieving academic goals and objectives. The integration of assistive technologies in lesson plans and asessments will be a main focus, as well as the integration of augmentative/alternative communication systems for learners with limited functional communication skills. Prerequisite(s): SPC 2550  
    Credits: 3.0
  

  • SPC 3200 Specially Designed Instruction and Assessment

    Assessment is an integral part of teaching and learning. This course is designed to provide candidates with knowledge of how to design and teach learning objectives to students with diverse needs and abilities, including those with disabilities, in a variety of educational settings while measuring student learning through the utilization of research-based assessment techniques. Techniques for utilizing and analyzing informal and formal assessments on an ongoing basis to make decisions about students evaluate the success of their instruction, and to monitor classroom climate will be focused upon.  Candidates will develop and evaluate assessments of simple and complex student knowledge, skills, behaviors and/or attitudes associated with aligned standards-based objectives. This course will also include hands-on activities to guide the creation, revision and use of quality objectives and assessment rubrics and coding schemes that the promote learning of students with disabilities.  The development and writing of Individualized Education Programs (IEPs) will be focused on including the selection, adaptation, and development of instructional goals, objectives and assessment across curricular areas; as well as the role of the special educator in the school community.   

    Prerequisites: 
    •    Passing score on the PRAXIS II Core Academic Skills for Educators; 60 credits; 3.0 GPA
    Corequisites:
    •    CIED 2070 Educational Practices in the Inclusive Classroom
    Credits: 3.00

  

  • SPC 3300 Collaboration and Co-Teaching in Inclusive Classrooms

    The course will introduce teacher candidate to the knowledge and skills required to work as part of a multidisciplinary team to provide comprehensive educational services for students with disabilities.  Teacher candidates will develop strategies for collaborating with parents and/or guardians and families, general and special educators, paraprofessionals, related service providers, and other individuals (e.g. community members) in order to support students with disabilities in the least restrictive environment.  Also, teacher candidates will develop an understanding of transition planning, including transitioning between educational environments (e.g. elementary to middle school, middle school to high school) and post-school transition. 


    Prerequisites:
    •    3.0 GPA; 60 credits; passing score on the PRAXIS Core Academic Skills for Educators
    •    CIED 2070 Educational Practices in the Inclusive Classroom
     
    Credits: 3.0

  

  • SPC 3410 Numeracy for Individuals with Exceptionalities

    Numeracy is the ability to effectively use the mathematics required to meet the general demands of life at home and at work, and for participation in community and civic life. Numeracy is a fundamental component of learning across all areas of the curriculum.  This course is designed to provide candidates with knowledge of the best practices and interventions for teaching numeracy skills when working with students with diverse needs and abilities, including those with disabilities, in a variety of educational settings.  

    Prerequisites 
    •    3.0 GPA; 60 credits; passing score on the PRAXIS Core Academic Skills for Educators
    •    CIEE 3290 Mathematics Methods and Assessments for Teaching K-6 OR Secondary Education Major
    Credits: 3.0

  

  • SPC 3420 Literacy for Individuals with Exceptionalities

    Literacy, as defined by the International Literacy Association, is the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context. This course is designed to provide teacher candidates with knowledge of research-based practices and interventions and for teaching and assessing literacy when working with students with diverse needs and abilities, including those with disabilities, in a variety of educational settings.  

      Prerequisite(s): CIEE 3120  or Secondary Education Major;3.0 GPA; 60 credits; passing score on the PRAXIS Core Academic Skills for Educators

     
    Credits: 3.0

  

  • SPC 3520 School-Based Assessment for Diverse Learners

    This course provides a comprehensive foundation to understand the many pruposes of formal and informal assessment, recognize the integral relationship between different types of assessments, and use assessment data to enhance educational decision making for diverse learners. The legal, ethical, and cultural considerations in assessment will be discussed as will the potential for test bias and inappropriate use of assessments for particular populations. The administration and interpretation of formal, informal and differntiated assessments is the focus of this course. Teacher Candidates will have the opportunity to evaluate, develop, and adapt assessment materials for children with special needs. Technical skills and descriptive statistics will be covered. Teacher candidates will also learn how to use multiple assessment methods to analyze student learning, make instructional decisions, determine teacher impact on student learning, and evaluate program effectiveness. Prerequisite(s): PSY 1100  AND SOC 1010  AND ANTH 2020  AND SPC 2550  
    Credits: 3.0
  

  • SPC 3530 Instructional Management in Diverse and Inclusive Settings

    This course examines the multiple facets of managing instruction for diverse learners in a variety of educational settings. The course stresses New Jersey’s Core Curriculum Content Standards (NJ CCCS) and district curriculum requirements as foundations for teacher candidates to learn to develop units and differentiated lesson plans to facilitate long- and short-term instructional planning for all learners. For students with disabilities, the development of Present Levels of Academic Achievement and Functional Levels, Individualized Education Plan (IEP) goals, objectives, and supplementary aids and services are emphasized. Teacher candidates study techniques to individualize teaching strategies, testing accomodations, and curriculum adaptations to assist learners in maintaining access to the NJ CCCS. The creation and organization of shared classroom environments that facilitate learning and collaboration with peer-colleagues in all instructional settings are highlighted. A co-requisite supervised practicum is required (SPC 3550 ). Prerequisite(s): PSY 1100  AND SOC 1010  AND ANTH 3290 AND SPC 2550  AND CIEE 2290 AND CIEE 2130 
    Credits: 3.0
  

  • SPC 3540 Behavior Management in Diverse Educational Settings

    This course focuses on creating learning environments that foster learning, safety, positive dispositions, social interactions and acceptance of diversity. It is based the ability to understand exceptional conditions and use this knowledge to respond to the behaviors of individuals with special needs. Methods to manage group behavior are presented with emphasis on developing systematic classroom management practices that foster cultural understanding, safety, emotional well being, effective communication, and collaboration. Use of assessment information to identify supports for children whose behaviors disrupt learning is emphasized through Functional Behavioral Assessments, and Behavior Intervention Plans. Observation and recording measures to assess and analyze the communicative intent of inappropriate behaviors are examined, with emphasis placed on strategies to promote self-management that can be generalized to all settings. Collaboration with families, other educators and personnel from community agencies is demonstrated.

      Prerequisite(s): 3.00 GPA; 60 Credits; passing score on the PRAXIS Core Academic Skils for Educators; CIED 2070   Co-requisite(s): SPC 3550  
    Credits: 3.0

  

  • SPC 3550 Special Education Practicum and Seminar

    In this supervised field experience teacher candidates spend one full day per week in a school under the supervision of a cooperating special education teacher.  Candidates gain experience in planning, teaching and assessing the results of lessons aligned with the NJ Student Learning Standards, and fostering a positive learning environment that promotes emotional well-being and respects all learners, including those from diverse cultural and linguistic backgrounds.  Candidates learn to use their knowledge of individual learning differences, evidence-based teaching practices, educational technology, and the principles of Universal Design for Learning to enable students with disabilities to reach their full potential.  Candidates experience the value of collaboration with other educators and families and practice the dispositions expected of professionals in an educational setting.  A weekly seminar is held in conjunction with the field experience.    Prerequisite(s): CIED 2070  ; 3.0 GPA; 60 credits; passing score on the PRAXIS Core Academic Skills for Educators
     

      Co-requisite(s): SPC 3540  
    Credits: 1.0

  

  • SPC 3990 Selected Topics

    A topic not covered by an existing course is offered as recommended by the department and approved by the dean.
    Credits: 1.0 - 6.0
  

  • SPC 4290 Individualized Instructional Content and Strategies for Learners with Academic Challenges K-5

    This course provides teacher candidates with appropriate curriculum alternatives and a repertoire of evidence-based instructional strategies to address the twin goals of accommodating individual differences while promoting meaningful access to curriculum content (both NJ CCCS and alternative content) for students with significant cognitive and learning disabilities, K-5. Teacher candidates review learner characteristics as the basis to mesh curriculum and instruction, and placement options for delivery of instruction with learner needs. Curriculum emphases that depart from traditional academics to encompass life skills, career development, and development of social learning competence are explored in depth. The course guides teacher candidates to promote positive student learning outcomes in both skills and content areas through integration of the NJ CCCS, adaptive/assistive technologies, alternative curriculum, and modified assessment and materials, as appropriate. Making data-based professional decisions that employ technologies to make the general education more accessible for students with disabilities is an emphasis of this course. Prerequisite(s): CIEE 2290 AND CODS 3710  AND (PSY 2950  OR CIEE 2950)
    Credits: 3.0
  

  • SPC 4560 Lifespan Transitions: Home

    The course examines life issues and their impact on individuals with disabilities and their families, extending from preschool through adulthood. Political, economic, and cultural beliefs of individuals from diverse cultures are explored in depth, focusing on positive communication models for the promotion of collaboration between home, school, and community. Life span issues affecting all individuals are reviewed, with attention to self-advocacy and career education. Teacher candidates learn to access services provided through school, community, state, and federal agencies that contribute to all students attaining a positive quality of life.
    Credits: 2.0
  

  • SPED 2010 Introduction to Exceptionalities

    A study of the social, emotional, physical and learning characteristics of handicapped children. Methods of diagnosis and differentiation, curriculum and teaching techniques, materials, resources and their employment for education. Psychological basis of the suitable curriculum. Introductory course for special education majors.
    Credits: 3.0
  

  • SPED 2020 Prepracticum in Special Education

    During their sophomore year, students are required to take this prepracticum or first practicum in special education. One full day per week should be scheduled for this experience. Students may request a particular location, but this cannot be guaranteed. SPED 2010  must be taken prior to SPED 2020. They may not be taken concurrently. The 120-hour volunteer requirement must be met before SPED 2020 is taken. This course may be offered only once yearly. Please consult an advisor.
    Credits: 2.0
  

  • SPED 2060 Introduction Assistive Tech

    This course is designed to provide undergraduate students with a broad background into the use of Assistive Technology for students with developmental or acquired disabilities. The course will address the role of Assistive Technology in enabling- and enhancing the communication and cognitive potentials of the student with disabilities, across his or her lifespan. It will address the impact of Assistive Technology on program selection, curriculum design, IEP planning and instructional modifications. Students will review and practice low-tech and high-tech communication systems, software and adaptive computer devices. They will become familiar with assessment, agencies, and funding sources, relevant legislaton, and the link between home and school.
    Credits: 3.0
  

  • SPED 2070 Disabled in America

    The intent of this course is to define the disabled population in the United States and to identify their present legal rights and protections in regard to housing, financial aid, job discrimination, barrier-free environments, social settings and education. The history of the disabled is reviewed so that the student can better understand present value systems and ethical viewpoints. This is an elective for those students who have room in the program. This course is given only periodically.
    Credits: 3.0
  

  • SPED 2100 Education of the Profoundly Disabled

    Provides students the developmental model of training and educating profoundly retarded children and adults. Examines homes, schools and institutions, as well as new alternatives for delivering care. It may not be substituted for a general education elective or the upper level elective. This course is given only periodically.
    Credits: 3.0
  

  • SPED 3010 Education of the Trainable Developmentally Disabled

    Techniques and materials for conducting programs for the moderately and severly developmentally disabled. Attention to public school, day training, residential and similar settings for ages 3 to 21. Stress is given to task analysis, behavior management, alternate communications, adapted devices and related topics.
    Credits: 3.0
  

  • SPED 3020 Education of the Educable Developmentally Disabled I

    Introduction to procedures, techniques, materials and curricula appropriate for the mildly developmentally disabled of elementary school age. Specific attention to special and adapted methodologies in basic academics, social studies and science. Coverage of personal and interpersonal social skills development. Instruction in mainstreaming and consultative processes. Parental and community concerns also included.
    Credits: 3.0
  

  • SPED 3030 Education of the Educable Developmentally Disabled II

    Procedures, techniques and curricula appropriate for the mildly disabled of secondary school age, including attention to transition and postschool programs. Applied and practical academics and life skills education are emphasized. Specifics include vocational development, job analysis, vocational evaluation, finding and holding a job, and preparation for adult and/or family responsibilities.
    Credits: 3.0
  

  • SPED 3040 Teaching Reading to the Handicapped

    Advanced coverage of adapted and specialized techniques that are used to teach traditional and alternate communication skills to the learner with mild and moderate disabilities. Pre-reading, reading and corrective reading levels are included. Emphasis on research applications. Current experimental techniques for literacy enhancement are included.
    Credits: 3.0
  

  • SPED 3070 Assessment of Children with Disabilities

    Addresses the various aspects of both formal and informal assessment, as well as related to cultural diversity. Exploration of the concepts important to an understanding of the evaluation, diagnosis and placement process will occur. In examining the nature of these interactions, steps in the measurement process and procedures of assessment are viewed in a way that assures the educational judgments and decisions required for effective instruction. Assessment procedures and issues related to Child Study Team functioning will be covered as well as informal classroom assessment measures designed to facilitate instruction. A clinical experience will be required.
    Credits: 3.0
 

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