PROGRAM IN COMPARATIVE LITERATURE AND CULTURE (CMPL) University of San Francisco
PROGRAMINCOMPARATIVELITERATUREANDCULTURE
(CMPL)
UniversityofSanFrancisco
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I.MISSIONANDHISTORYA.Mission
TheComparativeLiteratureandCultureprogramlookstothepasttoatraditionofabroadliberalartstraininginliterarystudy,languages,andthehumanities,andatthesametimeanticipatesthegrowingattractionforinterdisciplinaryandcross‐culturalprogramsofstudy.TheCMPLprogrameducatesstudentsintherichintellectualandcreativevaluesembodiedinliteraryworks,whilebridgingthedivisionbetweennationalculturesandtoday’sglobalworld.
TheCMPLprogramrespondstothegrowingdemandforinternationalandtrans‐culturalstudies,andthroughthestudyofworldliteraturesandculturesadvancestheMissionStatementoftheUniversityofSanFranciscoto“preparemenandwomentoshapeamulticulturalworldwithcreativity,generosity,compassion,andchangetheworldfromthere."TheUniversity’sethicalmissionisbothcomplementedandreinforcedbytheprogram'sgoalsandobjectivestopreparestudentsfortheincreasinginterdependencyoftheglobaleconomy,whichconcretelyimpactstheprofessionalfieldsinwhichtheyplace:education,journalism,internationalmedia,communication,publishing,tourism,diplomacy,orotherprofessionsrequiringtranslationandanalyticalskills,aswellasknowledgeofinterculturalandinternationalrelations.
TheCMPLprogram'semphasison"post‐disciplinarity"followsrecentdiscourseinthefieldofComparativeLiterature‐nowadaysoftenredefinedas"WorldLiterature,"whichsuggestsaparadigmaticswitchfromtheemphasisonnation,period,andgenreasdefiningelementsoftextualanalyses,tothefocusontrajectory,lifecycle,andfunction.Thegoalofviewingliteraturesnotasentitieswithincultural,historical,oraestheticboundaries,butdiscussingthemintheirglobalinterconnectedness,contributestoadeeperunderstandingofhumandevelopmentsandtheprocessesofchange.Thisapproachtakesintoaccountthewidevarietyofbackgrounds,interests,andprofessionalambitionsofourstudents,andfostersacriticalengagementbeyondthefieldofliterarystudies.TheCMPLprogramishostedbytheDepartmentofModernandClassicallanguages,andunreservedlypromoteslanguageacquisitionasarequirementfortheaccomplishmentofitsobjectives.Learningaforeignlanguageintroducesstudentstotheinnerworkingsoflanguagesingeneral,includingtheirown,providesapointofdepartureforthedevelopmentofproficiencyadequatetoacademicandprofessionalneeds,andpromotesthemultidisciplinarystudyofculturesandsocietieswhetheroutsideoftheU.S.orwithinourmulticulturalcommunities.Whetherasatooltoinvestigatethepast,analyzethepresent,orforecastthefuture,knowledgeoflanguagesandculturesprovidesUSFstudentswithinterculturalaccesstheywouldotherwiselack.
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B.History
TheCMPLprogramwascreatedinresponsetoanincreasingdemandbystudentsforaHumanitiesbasedprogramofferingliteraryandculturalstudies,withacomparativefocus,andaninterdisciplinaryperspective.
TheCMPLprogramwascreatedin2006andhasnotgonethroughprogramreviewinthepast.
Basedonitsinterdisciplinarynature,theCMPLprogramfostersexcellentworkrelationshipswithotherprogramsanddepartmentsatUSF.TheCMPLprogramreliesheavilyontheofferingsofotherdepartmentsandinterdisciplinaryprogramsforitselectivescourses.Theseprogramsare:AfricanStudies,ArchitectureandDesign,AsianStudies,ClassicalStudies,English,EnvironmentalStudies,EuropeanStudies,FilipinoStudies,FilmStudies,Honorsprogram,JudaicStudies,GenderandSexualitiesStudies,InternationalStudies,LatinAmericanStudies,PerformingArts,SocialJustice,andUrbanStudiesaswellasthevariouslanguage,literatureandcultureofferingsoftheDepartmentofModernandClassicalLanguages.
BydesigntheCMPLprogramfosterscollaborationbetweentheMCLDepartment,whereitishosted,andtheEnglishdepartmentthroughimplementationofacommonCorerequirementforallEnglishandCMPLmajorsandminors.
TheCMPLprogramentertainsgoodrelationshipswiththedifferentlanguageprograms.Withitscomparativefocusandapostnationalapproachtothestudyofworldliteraturesandcultures,theCMPLprogrambridgesthegapbetweenthedifferentlanguageprogramswhoseliteraturesandculturesmaynotbeofferedinthecurriculumoftheirMinors,andotherwisenotstudiedtogether:Arabic,Chinese,Greek,Hebrew,Italian,Japanese,Latin,Portuguese,Russian,Tagalog,andSwahili.TheComparativeapproachoftheCMPLprogramalsobringstogetherthelargerlanguageprograms(French,German,Spanish)whoseliteratureandculturecoursesweretaughtinisolationwithintheirowncurricula.
Recently,ShawnDoubiago,aCMPLadjunctfacultymemberstartedaresearchgrouponWomenandViolencewhosegoalsandobjectivesaretodevelopandadvanceresearchonthetopic,aswellasfostercollaborativeworkamongfacultymembersacrossdisciplines.ThisresearchgroupreachesouttostudentsandtheUSFcommunity,whoareinvitedtoattendinformalfacultypresentationsoftheirwork,filmscreeningsaswellasaReadinggrouphostedbytheGenderandSexualitiesCenterinUC.
ThemoraleandatmospherewithintheCMPLprogramisenthusiastic,supportive,andcollaborative.Instructorsworkveryhardforlargenumbersofstudents.Theyarepassionateaboutthecontentoftheircourses,andarealwaysopentodiscusswaystoimprovethecurriculum,introducenewreadingsintheircourses,and/orexchangevaluableteachingtipswitheachother.
Theamountofworkthatisaskedofadjunctfacultymembersonadailybasisishoweverdiscouraging,andoftenweighsheavilyonthem.Theirwagesarenotcommensuratewiththeir
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responsibilities,qualificationsanddedicationtostudents.Moreover,theircontributionsgounnoticedbytheadministration.
Ifthepresentratioofonefulltimefacultytothreeadjunctfacultymemberspersistsovertime,themoraleandatmospherewilldeteriorate,andtheprogramwillsuffer.
C.Goals
TheCMPLprogramisdesignedtogivestudentstheopportunitytostudyliteratureandotherexpressionsofculturalidentityinawidevarietyofregional,national,andlinguisticcontexts.Itprovidesaglobalperspectiveonculturalmanifestationsanddevelopments,andthusfoundsthebasisforadeeperunderstandingoftrans‐nationaldiscourses,askill,whichhasbecomeincreasinglyessentialforanyengagementasworldcitizens.Theprogram’santicipatedLearningOutcomesarethereforetwofold:intermsofcontent,thefocusliesoncreatinggreaterawarenessofculturalmovementsacrossawidespectrumofspaceandtime,thusfosteringanunderstandingofdifferencesandsimilaritiesinconsiderationofstudents’ownpositioning;intermsofanalyticalskills,CMPLstrivestoprovidestudentswiththetoolsnecessarytogainaccesstoideasexpressedinavarietyofculturalmanifestations,andtobeabletoreflectonthesecriticallywithconsiderationofsignificantinterdisciplinarytheories,including,butnotlimitedto,ColonialismorPost‐Colonialism,Socialjustice,Immigration,Exile,Animalstudies,ViolenceandTrauma,GenderandSexualitiesstudies.WithcompletionoftheMajorinCMPL,studentsarepreparedtotakeonthechallengesofglobalengagementinabroadvarietyofdisciplines,beitMedicine,Law,Politics,Economics,orEducation.Inordertoreachtheseobjectives,CMPL’sclassofferingsandcurriculaaredesignedtobeinclusiveofawiderangeofperspectives,andthereforeattractaparticularlydiversestudentbodywithinouruniversity;thisisapparentinitsclasscompositionsingeneral,aswellasitsMajors.Ourfacultyreflectsthisdiversityintheirbackgroundsandspecificresearchinterests.Ourgoalistoincreasethevisibilityoftheprogramanditsbenefitsforsomanyfieldsofstudy,andtherebyattractmorestudentstopursuetheCMPLMajor.Forthispurpose,moreadministrativesupportintermsoffacultyhiring,classsize,andpromotionoftheprogramisessential.TheCMPLprogramwasdesignedtoappealtostudentseagertodefinetheirownareaofconcentrationwithinadisciplineorasubjectmatterforcomparativestudies.Areasofconcentrationsinthestudyofliterature,culture,artandperformingartsincludeagreatdiversityoforigins,timeperiodsand/orregionsoftheworld.
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Throughthestudyofliteratureandculture,theCMPLprograminvitesstudentstoreflectandanalyzecriticallytimelyissuessuchas,butnotlimitedto,ColonialismorPost‐Colonialism,Socialjustice,Immigration,Animalstudies,ViolenceandTrauma,Genderandsexualitiesstudies,etc.TheCMPLprogramwascreatedforstudentsseekingtoembracethechallengesoftoday'smulticulturalworldinaninternationalstudyprogramwithafocusinthearts.
II.CURRICULUM
A.GeneralTheCMPLprogramoffersaBaccalaureateDegreeinComparativeLiteratureandCulture(B.A.),andaMinorinComparativeliteratureandCulture.
TheComparativeLiteratureandCultureprogramoffersamajorandaminordesignedtobecompletedwithinfouryears.Studentschoosebetweenthreeemphases:Literature,CultureandLanguage,basedonanareaofconcentrationforcomparativestudies.Themajoroffersaflexiblecurriculumallowingstudentstoconcentrateonaparticulardisciplineforcomparativestudies,anddevelopanindividualtopicfortheirseniortheses.RequirementsfortheMajorinCMPL(44units):•IntroductiontoComparativeStudies(Onecourse:4units):CMPL200:IntroductiontoComparativeStudies:CulturesinConflictCMPL200:IntroductiontoComparativeStudies:LiteraturesoftheBodyCMPL195:FYS:TheBeautyoftheBeastinLiteratureandArtCMPL195:FYS:LiteratureoftheChild:TraumaandHealingCMPL200orCMPL195asitsequivalentisthefirstliteratureandculturecourserequiredforallCMPLmajorsandminors.FYSCMPL195isofferedto1styearstudentsonly.CMPL200andCMPL195examineandanalyzeoneorseveralrelatedthemesthroughawidevarietyofculturesandliteraturesofdifferentgenres,periodsandregionsoftheworld.Thecoursealsointroducestheoreticalconceptsandtoolsforpracticingliteraryanalyses.
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•TwoForeignLanguageCourses(fourthandfifthsemester)(Twocourses:8units):TheCMPLmajorrequiresthatstudentstakeafourthsemesterofaforeignlanguage(French202,Spanish202…),andafifthsemesteratthe300‐level(French320,324,orSpanish310,350…)inthesameforeignlanguage.Thesecoursesaretaughtinthetargetlanguageforlanguageproficiency,exposuretotheliteraturesandculturesassociatedwiththatlanguage,andoneormoreregionsoftheworld.
•CMPL299:CriticalAnalysis(pre‐requisiteCMPL200orCMPL195)(OneCourse:4units):CriticalAnalysisiscross‐listedwithENG299.ItisthesecondrequiredcourseforallCMPLmajorsandminors(sophomoreorjunioryear).ThiscourseisacorerequirementforEnglishandCMPLmajors.ThecommonCorerequirementenrichesstudents’experiencein,andperspectiveontheirrespectivemajorsanddisciplines.CriticalAnalysisoffersanin‐depthstudyofmoreadvancedtheoreticalconceptsandtoolsforliteraryanalysesonavarietyofthemes.Itpreparesstudentsforconductingresearchonatopicoftheirchoice.
•Six(6)Electivestobechosenamongtheofferingsofvariousdepartmentsandinterdisciplinaryprograms(SixCourses:24units):
a) ElectivesfortheMajorswithaLiteratureoraCultureEmphasis:EachelectivemustbecarefullyselectedbystudentstosupporttheiremphasisinLiteratureorCulture,andanareaofconcentration,whichultimatelypreparesthemforwritingtheirseniorthesis.
b) ElectivesfortheMajorwithaLanguageEmphasis:
Eachofthesix(6)electivesfortheLanguageemphasismustbetakeninthetargetlanguageofthefirstandsecondforeignlanguagesselectedbythestudent.Aminimumoftwo(2)electivesmustbecompletedatthe300‐leveloraboveinthetargetlanguageofthestudent’ssecondforeignlanguage.
•TheCapstoneSeminar:PoliticalFictions(Onecourse:4units):TheCapstoneseminaristhethirdliteratureandculturecourserequiredforallCMPLmajorsandminors.StudentsmajoringinCMPLenrollintheCapstoneSeminarinthelastsemesteroftheirsenioryear,uponcompletionofallotherrequirementsforthemajor,includingthelanguagerequirement,andtheirsix(6)electives.
Thecapstoneseminarservesasbookendforthemajor.Itsynthesizesthevariousideas,concepts,approaches,andlanguagesstudiedthroughoutthestudent’sprogram.Itpreparesstudentstograduatestudiesresearchandrequireswritingaseniorthesis(18‐25pages).
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RequirementsfortheMinorinCMPL(24units):
•IntroductiontoComparativeStudies:(OneCourse:4units)CMPL200:IntroductiontoComparativeStudies:CulturesinConflictCMPL200:IntroductiontoComparativeStudies:LiteraturesoftheBodyCMPL195:FYS:TheBeautyoftheBeastinLiteratureandArtCMPL195:FYS:LiteratureoftheChild:TraumaandHealingCMPL200orCMPL195isthefirstliteratureandculturecourserequiredforallCMPLmajorsandminors.CMPL195isofferedto1styearstudentsonly.CMPL200andCMPL195examineandanalyzeoneorseveralrelatedthemesthroughawidevarietyofculturesandliteraturesofdifferentgenres,periodsandregionsoftheworld.Thecoursealsointroducestheoreticalconceptsandtoolsforpracticingliteraryanalyses.
•TwoForeignLanguageCourses(fourthandfifthsemester)(TwoCourses:8units)TheCMPLminorrequiresthatstudentstakeafourthsemesterofaforeignlanguage(French202,Spanish202…),andafifthsemesteratthe300‐level(French320,324,orSpanish310,350…)inthesameforeignlanguage.Thesecoursesaretaughtinthetargetlanguageforlanguageproficiency,exposuretotheliteraturesandculturesassociatedwiththatlanguage,andoneormoreregionsoftheworld.
•CMPL299:CriticalAnalysis(pre‐requisiteCMPL200orCMPL195)(OneCourse:4units):CriticalAnalysisisthesecondrequiredcourseforallCMPLmajorsandminors(sophomoreorjunioryear).ThiscourseisacorerequirementforEnglishandCMPLmajorsaswell.ThecommonCorerequirementenrichesstudents’experiencein,andperspectiveontheirrespectivemajorsanddisciplines.CriticalAnalysisoffersanin‐depthstudyofmoreadvancedtheoreticalconceptsandtoolsforliteraryanalysesonavarietyofthemes.Itpreparesstudentsforconductingresearchonatopicoftheirchoice.
•Oneelectivetobechosenamongtheofferingsofvariousdepartmentsandinterdisciplinaryprograms.(OneCourse:4units)Theelectivemustbecarefullyselectedbystudentstopreparethemforwritingamajorpaper.
•TheCapstoneSeminar:PoliticalFictions(OneCourse:4units)TheCapstoneseminaristhethirdliteratureandculturecourserequiredforallCMPLminors.StudentsenrollintheCapstoneSeminarinthelastsemesteroftheirsenioryear,uponcompletionofallotherrequirementsforthemajor,includingthelanguagerequirement,andtheirelective.
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Thecapstoneseminarservesasbookendfortheminor.Itsynthesizesthevariousideas,concepts,approaches,andlanguagesstudiedthroughoutthestudent’sprogram.Itpreparesstudentstowritingamajorpaper(12‐15pages).b.CourseDescriptions:
CMPL195FirstYearSeminar:LiteratureoftheChild:TraumaandHealingThisfirstyearseminarintroducesstudentstoliteraryrepresentationsofchildhoodtraumawithafocusonethnic,class,gender,power,andglobalizationissues.Studentswillinvestigatethedifficultiesinherenttocertainchildhoodexperiencesandtraumasindifferentculturesandsocieties.Theoriesandrepresentationswillberelatedtoreal‐worldissuesthroughdialogueandfocuson21stcenturychildhoodexperienceinbothWesternandnon‐Westernliteratures,films,andcultures.
CMPL195FirstYearSeminar:TheBeautyoftheBeastinLiteratureandArtHumans’connectionstotherealmofanimalscanbeofsymbolic,symbiotic,and/oranthropomorphicnaturebutrecentstudiesrevealtheimportanceandurgencyofre‐examiningtheimplicationsofsuchconcepts.Let’sexploretheintricaciesoftheHuman‐Animalrelationtounderstandthemoral,socialandpoliticalimplicationsofselectedworksofliterature,films,andcultures,andhowthetopichasevolvedtoday.Theoriesandrepresentationswillberelatedtoreal‐worldissuesthroughdialogueandfocuson21stcenturyinbothWesternandnon‐Westernliteratures,films,andcultures.
CMPL200IntroductiontoComparativeStudies:LiteraturesoftheChild:TraumaandHealingThegoalofthiscourseistodevelopcriticalandcreativereading,thinking,andwritingskillsthroughdiscussionandanalysisofselectedtextsrepresentingchildhoodtraumawithafocusonethnic,class,gender,power,andglobalizationissues.Studentswillinvestigatethedifficultiesinherenttocertainchildhoodexperiencesandtraumasindifferentculturesandsocieties.Theoriesandrepresentationswillberelatedtoreal‐worldissuesthroughdialogueandfocuson21stcenturychildhoodexperienceinbothWesternandnon‐Westernliteratures,films,andcultures.(Althoughthetitleisthesame,someoftherequirementsinthis200coursearedifferentfromthe195FYS).CMPL200IntroductiontoComparativeStudies:CulturesinConflictThegoalofthiscourseistodevelopcriticalandcreativereading,thinking,andwritingskillsthroughdiscussionandanalysisofselectedtextsfromworldliteraturethatrepresentconflictinvarioussocialandculturalcontexts.Thepoems,plays,shortstories,novels,essays,andfilmschosenforthisclassshareanumberofthemes,whichwewilldiscussthroughoutthesemester,buteachworkisalsotheproductofauniqueculturalandhistoricalexperience.FromanancientWesternepiconwartoworksonpoliticalviolenceandglobalinequalitiesinthetwentieth‐century,wewilldiscussvariousrepresentationsofconflictexpressedinliterature:gender,power,nation,ethnicity,sexuality,class,language,etc.WewilltracetheseissuesinbothWesternandnon‐Westernliterature,film,andculture.
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CMPL200IntroductiontoComparativeStudies:LiteraturesoftheBodyThegoalofthiscourseistodevelopcriticalandcreativereading,thinking,andwritingskillsthroughdiscussionandanalysisofselectedtextsfromworldliteraturethatrepresenttheBody.Thebooks,plays,shortstories,poems,essays,andfilmschosenforthisclassshareanumberofthemesincommon,whichwewilldiscussthroughoutthesemester,buteachworkisalsotheproductofauniqueculturalandhistoricalexperience.WewillbeginwithancientWesternviewsthatindicateourlong‐standingproblematicrelationshipwiththeBody,beitsymbolicorliteral.ComparingWesternviewswithnon‐Westernviews,wewilldiscussthedifferentrolestheBodyplaysinsuchtopicsasmorality,socialacceptance,fashion,genderandsexualities,self‐image,imagesofwar,memoryandloss.
CMPL299CriticalAnalysisThiscourseisnowrequiredforlowerdivisionmajorsintheLiteratureTrackandComparativeLiterature;inlightofthis,thecoursenumberhasbeenchangedfromEnglish390toEnglish299andCMPL299.Withtheexceptionofthosewhohavenotalreadytakenitbecausetheyarefulfillingtheircoursesaccordingtoapreviouscurriculum,sophomoresshouldtakethiscourse.Ourprimaryobjectiveistoexamineproblemsthatseemtoosimpletowastetimeon:WhatisthedisciplineofEnglish?Whatisliterature?Whatisdifference?Whatisastory?Whatisanauthor?Whatisinterpretation?Whatisdesire?Thesequestionsleadtothenatureoflanguageitself,andhowwords,orsigns,servebothaselementsinasymbolicsystemand,inAugustine’swords,things:“Thuseverysignisalsoathing,forthatwhichisnotathingisnothingatall;butnoteverything,[asistrueofwords],isalsoasign.”Asthetitlesuggests,centraltothiscourseisthepracticeofanalyzingtexts.Wewill,infact,lookatafewliterarytexts,butwewillreturntothemoverandoveragain,examiningthemthroughseveraldifferentlensessothatwecanseethedifferentpartsofliteraturethatcomeintofocusaswediscussthesedeceptivelysimplequestionsandthevariousliterarytheoriesthatscholarshavetested.Wewillbereadingclassictheoreticaltextsthatprovidetoolsforinterpretingliteratureaswellasafewliterarytexts.“Literatureisthequestionminustheanswer.”–RolandBarthes
CMPL400CapstoneSeminar:PoliticalFictionsWearefacedwithamultitudeoffictionseveryday:fictionsofadvertising,politicians,sitcoms,novels,relationships,movies,histories,mediareports,religions,andfictionsoflifeitself.Inmodernsociety,wehavecometoassociatetheterm“fiction”withuntruthormyth,butthewordhasitsrootsintheactofformingorcreating.ItcomesfromtheMiddleEnglishficcioun,whichderivesfromfictus,thepastparticipleoffingere,whichmeans“toform.”Thus,likethetruedefinitionoftheterm,“fiction”isanassemblageofconnotationslinkedwithcreating,shapingortelling.Inthisseminar,wewilllookatavarietyoffictions:novels,shortstories,poems,andfilmsinanattempttodiscernhowtheyhavebothshapedandbeenshapedbythemodernpoliticallandscape—perhapsitselfacollectionoffictions.TheCapstoneseminarwillsynthesizethevariousideas,concepts,approaches,andlanguagesstudiedthroughoutthestudent’sprogramandintroducestudentstograduate‐levelresearchmethodsandtheoreticalapproaches.TheCapstoneseminarwillserveasabookendforthe
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majorinComparativeLiteratureandcapoffthestudent’sundergraduateeducationwithwritingaseniorthesis.DistinguishedFeaturesofthePrograma)Emphases:AdistinguishedfeatureofthisacademicprogramistheopportunitytodeclareanemphasiswithintheMajor.StudentsmaychoosebetweenaLiterature,CultureorLanguageemphasis.
AlthoughtheCorerequirementsforallthreeemphasesarethesame,studentswhochoosetheLiteratureemphasiswillfocusonthestudyofliteratureandliterarytexts,withacomparativeapproachandmethodologiestoexploreandadvancetheirtopicofchoiceforwritingtheirseniortheses.
StudentswhochoosetheCultureemphasiswillfocusonthestudyofmaterialrelevanttodisciplinesincluding,butnotlimitedto,literature,history,politics,sociology,artsorperformingartstoexploreandadvancetheirtopicofchoiceforwritingtheirseniortheses.
StudentswhochoosetheLanguageemphasiswillfocusonthestudyoftwoforeignlanguages,theirliteraturesandculturestoexploreandadvancetheirtopicofchoiceforwritingtheirseniortheses.
b)Electives:
AnotherdistinguishedfeatureoftheCMPLBaccalaureatedegreeistheopportunityforstudentstochoosesixelectivesamongtheofferingsofallinterdisciplinaryprogramsanddepartmentsatUSF.Studentsgreatlygainfromtheexposuretolearningfromdifferentmaterialandmethodologiesacrossdisciplines,adiversityofinstructors,theirresearchfields,andteachingmethodologies.
c)SeniorThesis
TheCapstoneseminar,whichservesasbookendoftheCMPLdegreewiththeopportunityforstudentstowriteasupervisedseniorthesis,isanotherdistinguishedfeatureoftheUSFCMPLprogram.Theseniorthesispreparesstudentsforgraduateresearch;itgivesthemtheopportunitytoworkonatopicthatreflectstheirpersonality,personalgoals,andendeavor.Thesesareoftenusedinsupportoftheirapplicationsforgraduateschooloraswritingsampleforajob.
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C.NumberofMajors
Thefollowingtablespresentthenumbersofdeclaredmajorsandminorssinceinceptionoftheprogramin2006(updatedonNovember15th,2011).
Numbersincludeallstudentsenrolledeverysemesteruntilgraduation.
ACADEMIC CLASS GrandTotalPERIOD Freshman Soph. Junior Senior
Fall2006 1 2 1 4Spring2007 3 3 6Fall2007 1 1 4 6 12
Spring2008 2 6 6 14Fall2008 1 2 3 4 10
Spring2009 2 2 5 9Fall2009 1 3 2 5 11
Spring2010 1 2 5 4 12Fall2010 3 2 3 6 14
Spring2011 3 3 2 5 13Fall2011 3 5 4 12
GrandTotal 10 21 37 49 117
D.Numberofdegreesawarded
ThefollowingtablesillustratesthenumberofComparativeLiteratureandCultureMajorsawardedsinceinceptionoftheprogramin2006(updatedNovember15th,2011)
ETHNICITY
ACADEMICPERIOD GENDER AfricanAmerican
International
NativeAmerican White Grand
TotalSpring2008 M 1 1
F 1 1 2 4Spring2008Total 1 1 3 5
Spring2009 M 1 1 F 2 2
Spring2009Total 3 3Fall2009 M 1 1
Fall2009Total 1 1Summer2010 F 1 1
Summer2010Total 1 1Fall2010 F 1 1
Fall2010Total 1 1Spring2011 M 1 1
F 1 1Spring2011Total 1 1 2
GrandTotal 2 1 1 9 13
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E.Enrollmentsandprojections
AlthoughtheCMPLprogramenrollsfewmajorseveryyear,ithashadasteadyenrollmentaveraging2or3majorseachyearsinceinceptionin2006.Becauseofitscurriculumdiversityandflexibility,theCMPLprogramhasgreatpotentialforenrollmentgrowth.
Atatimeofeconomicdownturn,withrecordhightuitionratesinthestatesystemononehand,andreductionsorcancellationsofclassofferings,studentswhocometoUSFdosotomaximizetheircollegeexperience.TheCMPLdegreeprovidestheflexibilitythatallowsstudentstofocusondevelopingabroadbasisofknowledgefromwhichtheywillbenefitinanyfutureacademicorprofessionalendeavors.
Itishardtoprojectanenrollmentincreaseinthenext5to10yearshowever,unlesstheprogramreceivestheappropriatemeansandsupporttoincreaseitsvisibilityandgrowth.
F.Curricularcontent
Curricularcontentofthecorecoursesforthemajorandminorisdeterminedeachyearthroughmeetingsanddiscussionswiththefacultymembersteachingintheprogram.Themesarebasedoncurrentandtimelyresearchofthefaculty'sandthestudents'interestsintoday'ssocietyandtheglobalworld.
Syllabi,readingassignments,numberofexams,endofsemesterclassprojects,classpresentations,allothercourserequirementsandclasspoliciesarecommonacrosssectionsofthesamecoursewithsomevariationsattheinstructors'discretionbasedontheirindividualpreferences,andresearchspecialties.
G.Curriculumandothersimilarprograms
ThisCMPLcurriculumissimilartomostundergraduateprogramsinCMPLnationallyandinternationallywiththeadvantageofitslocationinSanFrancisco.TheCMPLprogramatUSFattractsamorediversestudentpopulationwithincreasedinterestandsensitivitytoamulticulturalpopulation,itssocialandculturaldiversity,bringingawarenesstoissuesofsocialjustice,andthefightagainstdiscrimination,asreflectedinthegoalsandmissionstatementoftheUniversity.Additionally,theCMPLprogramtakesitsstrengthfromitsforeignlanguagebase.
H.Programphilosophywithregardtocoreandservicecourses
ThephilosophyhasbeentooffermultiplesectionsofservicecoursesintheCoreforLiteraturetoattractmajorsandminorsintheCMPLprogram.However,thisphilosophyhasnotprovedtobeanefficientrecruitmenttool.Thestudentpopulationinthesecoursesismostlycomposedofseniorswhotakethecoursetofulfilltheirliteraturerequirement.Moreover,thelargeenrollmentof40perclassdefeatsindividualattention,whichwouldfacilitaterecruitmentandpromotionoftheprogram.
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TheCMPLprogramincludesonlythreecorerequiredcoursesatthreedifferentlevels:introductiontoComparativeStudies,CriticalAnalysis,andtheCapstoneseminar.Thefirstrequiredcourseisalsoaservicecourse,whichenrollslargenumbersofstudentsineachofitsmultiplesectionsmakingCMPLtheprincipalproviderofservicecoursesfortheLiteraturecoreintheCollegeofArtsandSciences.Thesecondcourse,CriticalAnalysis,iscommontoCMPLandEnglishmajors.TheCapstoneseminarhasbeenrunasdirectedstudiesbecauseoflowenrollmentsinthemajor.
Thepre‐requisiteforCriticalanalysis(CMPL299)isIntroductiontoComparativeStudies(CMPL200).Thepre‐requisitefortheCapstoneseminar(CMPL400)isCMPL299;Thepre‐requisiteforafifthandsixthsemesterofaforeignlanguageisthefirstthreesemestersofthatsamelanguage.Thepre‐requisiteforgraduationiscompletionandapprovalofsixelectivecourses,andaseniorthesis.
Studentstaketheirsixelectivesatthe300level,whichistheintermediatehigh,orlowadvancedlevel,dependingonthestructureofthedifferentprogramsandtheirnumberingsystems.Althoughofferedatamoreadvancedlevel,someofthesecoursesarealsoCollegecorerequirementswithanenrollmentcapat40studentsperclass.Whileprioritizingtheirareaofconcentration,werecommendthatstudentschoosetheirelectivecourseswithapreferenceforclasseswithlowerenrollmentcaps,butitisnotarulethatcanbeenforced.Overall,CMPLmajorsfulfillthemajorityoftheirelectivesinsmallerclasseswithacapat25.
Foreignlanguageclasseshaveacapat22.First,secondandthirdsemesterareoftenfilledtocapacityat22.Howeverenrollmentsdecreasedramaticallyinfourth,fifthandsixthsemestercourses,whichenrollInternationalStudies,CMPL,andlanguagemajorsandminorsonly.
TheCMPLprogramgreatlycontributestotheCollegeCoreLiteraturerequirementandtheCulturalDiversityrequirementbyoffering:oneFirstYearSeminar(CMPL195)eachsemester;3or4sectionsofIntroductiontoComparativeStudies(CMPL200)eachsemesterincludingonesectioninthesummer.WewouldliketothinkthatourofferingsofcoreliteraturecoursesincreaseourvisibilityoncampusandhelpusrecruitstudentsintotheCMPLmajorandminor.However,weconsiderthehighenrollmentceilingsetat40tobeaseriousobstacletosoundpedagogyinaliteratureprogram.EnrollmentsintheCorehoverattheceilinginvirtuallyeverysection,andsometimesexceedthelimit.Lackofindividualattentionintheselargeclassesalsoworksagainstpromotingourprogram.Theproportionofnon‐majorsinCMPL200classesrangesfrom39to1orless,anddoesnotfosterasuitablelearningenvironmentforCMPLmajors,notdoesitmakethemfeelathomeinthesecourses.Thefirstyearseminarsareamuchbetteroptionbuttheyareopenonlytofirstyearstudents.WearehopingthatthecreationofseminarsfortransferstudentswillhelpdevelopasenseofbelongingintheCMPLmajor.
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TheFirstYearSeminars(CMPL195)counttowardtheLiteratureCoreandtheCulturalDiversityrequirements.Theirenrollmentceilingssetat16aredesignedforstudentsintheirfirstorsecondsemesteratUSF.TheFYSprovidesagoodsettingforrecruitmenttotheCMPLmajorandminor.TheFYSprogramatUSFisonlyfouryearsold,andwasuntilrecentlyrestrictedtofull‐timefacultyofferings.Therationalefortherestrictionwasduetoatrialperiodfordevelopingcurricula,andimplementationofthenewprogram;restrictionsonastipend($50perstudentenrolled)forextra‐curricularactivities,andtherequirementofincreasedcontacthourswithstudentsforoffcampusandextra‐curricularactivities.Howevertheprogramwasrecentlyopentoselectedparttimeadjunctfacultymembers.ShawnDoubiagowassolicitedtodevelopaFYSseminartobeofferedforthefirsttimeinthespring2012.OurplanistoincreaseofferingsofFYSeverysemester.WhilecontinuingtocontributetotheCollegeCoreCurriculum,thedevelopmentandimplementationofFYScanoffsetthehighenrollmentsofCMPL200.Wearecommittedtodevelopingmorereasonableminimumandmaximumenrollmentcapsinourcoursesbecauseitaffectsthequalityofourteachingaswellasstudents’learningoutcomes.Themaximumenrollmentinour200coursessetat40istoohigh.Conversely,wehavetoresorttoteachingtheCapstoneSeminarasdirectedstudiesbecauseenrollmentsarefewerthan7.Studentsinaclassof40donotgettheattentionneededforacoursewithanintensivereadingandwritingcomponent.StudentswhohavetoresorttoDirectedStudieswhenaclassiscancelleddonotgettheclassexperienceandthecontacthourstheyneedtoachievetheirlearninggoals.Facultymembersareaversetoteachingverylargeclasses,aswellasmultipledirectedstudies,whichrepresentanextraordinaryamountoftimeinadditiontotheirregularteachingloads.LargeenrollmentcapsinCMPLcorecourseshavebeenusedasbargainingtoolsbytheFrenchlanguageprograminparticulartokeepitslow‐enrolledupper‐divisioncoursesrunning.TheCMPLprogramincreasesenrollmentsinfourthandfifthsemestersofforeignlanguagecoursesandpromotesminorsinlanguageprograms.AlthoughcollegialityamongthelanguageprogramsandCMPLisgood,theMCLdepartmenthasnotcontributedsignificantlytopromotingtheCMPLprograminreturn.TheMCLprogramprimaryfocusisonrecruitingmajorsfortheirownaswellasofferingenoughcoursesinthetargetlanguagefortheirmajorsandminors.EachprogramalsohasalimitedofferingofliteratureandculturecoursestaughtinEnglishandopentothecorebutthebalanceintheofferingsofcorecoursesbyMCLincomparisontoCMPLisuneven.
i.Coherenceinmajorandminorrequirements:
Themajorandminorrequirementsarecoherentandconsistentinsequenceandnumber:
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Introductorylevel:(CMPL200)IntroductiontoComparativeStudiesorCMPL195First‐Year Seminar;Intermediatelevel:(CMPL299)CriticalAnalysis(pre‐requisiteCMPL200or195)Advancedlevel:(CMPL400)Capstoneseminarandseniorthesis(pre‐requisiteCMPL299,andcompletionofelectivesandforeignlanguagerequirement).Choiceofsixelectivesissupervisedthroughmandatoryadvisingsessionseachsemesterduringpre‐registration.Eachelectivemustbechosenatthe300‐levelorabove(advancedintermediatelevel)andpetitionedforapproval,accordingtothestudent'semphasisandthetopicofhis/herseniorthesis.
IntroductiontoComparativeStudies(CMPL200)hasevolvedoverthepastfiveyears.Itstartedwiththetheme“Literaturesofthebody,“anewtheme“CulturesinConflict”hasbeenimplemented.Thetheme“LiteratureoftheChild:TraumaandHealing”wasofferedforthefirsttimeinSpring2012.
Thethemesofthecoursearebroadandsometimesincludefictionalworksthatwereofferedinprevioussemestersinoneormoresectionsofthecourse.However,thediversityofthecurriculumandthecomparativenatureofthecourseasprimarygoalalwaysbringsforthnewperspectivesofanalyzesamongthechosenworks.
Weeklyreadingandwritingassignmentsandexamsareconsequentlyupdatedfromsemestertosemesteraccordingtonewreadinglistsandthemes.Someassignmentsaredifferentacrosssectionstodiscouragestudentsfromsharinghomeworkfromsectiontosectionorsemestertosemester.Yet,thereisuniformityintermsofcourserequirements:9reflectiveentries,2midterms,oneclasspresentation,andanendoftheyearprojectarecommonrequirementsacrosstheboard.
Instructorsdonothavereadersorteachingassistants.Theyread,comment,andgradeallpaperssubmittedbystudentsthroughoutthesemester.
AlthoughFYShavetheopportunitytohaveastudentassistanttoattendtheirclassandserveasresourcepersonforboththeinstructorandthestudents,theCMPL200classesof40donothavestudentassistants.
StudentslearnaboutthedisciplineofComparativeLiteratureandCulture,itshistoricalrootsanddevelopmentsattheintroductorylevelinCMPL200and195.Trendsanddirections,toolsandmethodologiesarefurtherexploredandappliedinCMPL299(CriticalAnalysis).Studentsareexpectedtodemonstrateknowledgeandunderstandingoftheoreticalconcepts,applytoolsandmethodologytofictionalworkstheyanalyzeintheirseniorthesis.
Faculty'scollaborativework,consultationandmutualsupporthavebeenveryusefulandinstrumentalinadvisingstudents,helpingthemidentifyanddefinetheirresearchproject,aswellasinsupervisingtheirseniorthesisondifferenttopics.Studentsareoccasionallyreferredtoafacultymemberwhosespecialtyismoresuitabletoadvancetheirresearchtopics.
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CorerequiredcoursesCMPL195,200,299areofferedtostudentseverysemester.CMPL400,Capstoneseminarisofferedeveryspringtograduatingseniors.However,wehavehadstudentswhoneededtograduateinthefallandtookCMPL400asdirectedstudyinthefall.
First,second,thirdandfourthsemesterofmostforeignlanguagesareofferedeverysemester.Studentsareencouragedtotaketheirlanguagerequirementsinconsecutivesemesters.LanguageprogramsofferingMinordegreesonly,sometimesmustofferfifthandsixthsemestercoursesasdirectedstudies.Sofar,moststudentshavechosenFrench,SpanishorGermanastheirforeignlanguageandschedulingoftheirupper‐divisionforeignlanguagecourseshasnotbeenanissue.
FacultymembersinCMPLareinvolvedinresearchinthefieldofComparativeLiteratureandCulture.Theypresentpapersatinternationalconferences(ACLA)andpublishscholarlyarticleskeepingupwithnewperspectivesintheirfield,incorporatingnewideasandknowledgeintheircoursecontentaswellaswithregardtomethodologiesofteaching.ThemesforCMPLcorecoursesareevaluatedandreconsideredfromsemestertosemester,sometimesdiscontinuedorimprovedwithnewmaterial.Newreadingassignmentsareintroduced,andsoareemergingauthorsasperthevarioussyllabiyouwillbeprovidedwithduringyourcampusvisit.
TheCMPLprograminvolvesundergraduatesinresearchthroughtheCapstoneseminarandwritingtheirseniortheses.Uponcompletionoftheirseniorthesis,andduringtheendoftheyearpresentationoftheirtheses,severalofthemhaveexpressedthedesiretogotograduateschool,andpursuetheresearchtheyundertookfortheirB.A.atUSF.Typically,studentswhohavecompletedtheirundergraduatedegreeinCMPLholdateachingjobinanemergingcountryand/ortheircountryoforigin.Othershavegonetograduateschool.GraduateswhorespondedtoinquiriesabouttheirpastandcurrentoccupationswereallworkingineducationandholdingajobforwhichtheirundergraduatedegreesinComparativeLiteratureandCulturepreparedthem.
J.AdmissionandTransferPolicies
ThereisnospecialtransferpolicyforstudentsenteringtheCMPLprogramanddeclaringamajororminor.StudentsareadmittedonthebasisofgeneraladmissionrequirementsfortheCollegeorArtsandSciencesatUSF.
AllstudentsdeclaringamajororaminorinCMPLmustfulfillthethreecorerequirementsforCMPLoutlinedinthisdocument,aswellassatisfyallotherCollegerequirements.
Iftransferstudentshavecompletedliteraturecourseworkinapreviousinstitution,theymaytransferupto12unitsofelectivestotheirCMPLdegree,providedthatsuchcoursesbeatthe300levelorequivalent,andcourseworkbecomparableinrequirementsandcontenttoelectivestheywouldotherwisetakeatUSF.StudentsmustpetitionfortransferringthesecoursesaselectivesandprovidethesyllabiandamajorpaperforeachcoursetocounttowardtheCMPLmajororminor.
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Inaddition,studentsmusttakeaforeignlanguageplacementtest,whichwilldeterminetheirlevelofproficiency.IfstudentsscoreabovethelevelofproficiencyrequiredbytheCollege,theymustcompletethefourthandfifthsemesterofthesameforeignlanguage(300or400levelcoursestaughtinthetargetlanguage)requiredofallmajorsandminorsinCMPL.
Studentswhostudyabroadmayalsotransferupto12unitsintotheCMPLmajoratUSF.Typicallystudentswhogoabroadhaveacquiredproficiencyequivalentorabovethefourthsemesterandtransferoneortwoadvancedforeignlanguagecoursesatthe300level.
StudentswhostudyabroadinEcuadorinaServiceLearningprogramshavepetitionedfortransferringexperientiallearning.Suchtransfersarepetitionedbasedonsubmissionofajournalandothermajorpaperswrittenfortheprogram.ThecoursetransferredcountedtowardanelectivefortheCMPLdegree.
Sofar,studentstransferringintotheCMPLprogramhavenotexperiencedanyparticulardifficulties,nordotheygraduatelaterduetoCMPLrequirements.
K.Advising
StudentsmustconsultwiththeCMPLadvisoreverysemesterduringpre‐registrationtimetodiscusstheirprogress,theirchoiceofelectivecoursesfortheupcomingsemester,andplantheremainderoftheirstudentcareer.Studentsarepromptedbyanemailfromadvisortomakeanappointmenttwoweekspriortopre‐registration.Inaddition,juniorsandseniorsareinformedthattheymustscheduleadvisingsessionstodiscusstheirareaofconcentrationandidentifytheirtopicfortheirseniortheses.
Advisingreliesononefull‐timefacultymemberentirely,andisnotrewardedbythedepartmentortheadministration.InadditiontoadvisingCMPLmajorsandminors,thefacultymemberisanadvisorfortheFrenchlanguageprogram.AdvisingsessionsforCMPLmajorsandFrenchmajorsincludereviewofforeignlanguageplacementtests,processingwaiversandsubstitutionforms,informationaboutcoursecontentatthedifferentlevelsofCMPLcoursesandFrenchlanguagecourses,informationaboutstudyabroadprograms,unittransfers,etc.
AdvisingprocedurehasbeenimprovedandbetterimplementedforCMPLmajorsinlightofthefirstAssessmentreport(seeappendix).Suchprocedurewasdevelopedtobetteraddressstudentsneeds,keeptrackoftheirprogress,andinsurethattheyfulfillallrequirementstograduateontime.Advisingprocedurehasnotbeenevaluatedbyotherfacultymembersinthedepartment.Occasionally,parttimeadjunctfacultymembersreferstudentstothefull‐timefacultymemberforadvising.Thefull‐timefacultymemberinchargecontributestosummeradvisingfornewlyadmittedstudents,andhasreceivedadvisingtrainingsessions.Facultymemberhasbeenanadvisorformanyyears.
Adviseescanconsultwithfacultymemberduringbi‐weeklyofficehours,ormakeanappointmentatothertimesthroughoutthesemester.Studentscancommunicatewithadvisorthroughemailaswell.
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SeniorstudentsareinvitedtoattendanindividualadvisingsessionattheendofthefallsemesteroftheirsenioryeartopreparefortheCapstoneseminar,andanticipateresearchfortheirseniorthesesinthespring.Studentsareaskedtosubmitanoutlineoftheirtopicfortheirseniorthesesbeforetheholidays.Thisadvisingsessionhasproventobeveryefficientforstudentswhohavenotyetdeterminedthetopicsoftheirtheses.FewhavetakenadditionaltimetoresearchtheirtopicsthroughthebeginningofthespringsemesterattheendofJanuary.
Becausetheprogramissmall,studentshavemultipleopportunitiesforone‐on‐oneinteractionswithadvisor,orinformalmeetingsbeforeorattheendofclasses,duringMCLevents,theMajor/Minorfairevents,andothercampusevents.Theprogramadvisorunderstandsthatanincreaseinthenumberofmajorsbeyondhercapacitytoadvisethemwouldbeproblematic.
L.OverallAcademicQuality
TheCMPLmajorpromotesacademicexcellencethroughchallengingcurriculaatthedifferentlevelsofitsrequiredCorecourses.StudentswhocompletetheB.A.inCMPLwillbeabletoengageknowledgeably,andcriticallyinreadingliteraryworks,andwritingaboutliterature,embracetherichdiversityofliterarytraditionsandcriticaltheories,matureascriticalreaders,thinkersandwritersaboutissuesofdiversityandsocialjustice.
Ourstudentsgraduatefromourprogramwithskillsincriticalanalysis,inconductingresearch,draftediting,andwithasensitivitytosocialjustice.BecausestudentsenrollinaCapstoneseminarduringtheirlastsemesterofstudy,theydevotethemselvestoresearchandwritingaseniorthesis.Intheprocess,theyacquirestrongworkethics,organizationalskills,self‐disciplineandmotivation,aswellasteamworkskillsthroughpeer‐editingandwritingworkshops.
ThefacultyinCMPLbelievestheacademicqualityoftheprogramincomparisontootherprogramsatUSFtobeverygood.Becauseofthesmallnumberoffacultyandmajors,consultationregardinganyissuearisingwithregardtoclassschedules,curriculumcontentanddevelopment,oranystudentrelatedissues,canbeaddressedandresolvedpromptly.
Thesmallprogram,(major/facultyratio),providesampleopportunitiesformajorstoexcelandthrive,aswellastoreceiveawell‐roundededucationthroughouttheirstudentcareers.Yet,studentshaveunlimitedaccesstootherprogramstodeveloptheirownspecialtyorfocus,andarenotlimitedbytheofferingsofasmallprogram.Students’seniorthesesfurtherdemonstratehighrequirementsandexpectationsassetforgraduatesintheCMPLprogram.
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III.ASSESSMENT
TheCollegemandatedthatallbaccalaureatedegreeprogramsweretohaveassessmentplansinplacebeginninginFall2008.Departmentswerethentoassessathirdoftheirlearninggoalseachacademicyearaspartofathree‐yearassessmentcycle.Wearecurrentlyinthemiddleofthethirdyear.TheCMPLassessmentplanisincludedinAppendix.ThesecondyearassessmentreportfortheCMPLprogramwillbepostponeduntiltheendofSpring2012.PleasereporttosectionD.Advisingwhichstatestheprocedurenowimplementedforadvisingstudentstohelpthemwithidentifyingtheirareaofconcentration,choosingtheirelectivesandoverallenhancestheirexperienceasCMPLmajoratUSF.
AdditionalinformationrelevanttoimprovinglearningoutcomesandthecreationoffirstyearseminarscanbefoundH.Programphilosophywithregardtocoreandservicecourses
IV.FACULTY
A. Demographics
AnneMairesseProfessor(1992‐present)Professor,TeachesFrenchandComparativeLiteratureandCulture,andisProgramDirector.StudiedColumbiaUniversityandgraduatedfromtheUniversityofParisVII–DenisDiderot.ShereceivedherDoctorateandPost‐DoctoralAccreditationtoDirectResearch(HDR)in2000.Herresearchspecialtyis20th/21stCenturyFrenchandComparativeLiterature,Poetry,andFilmstudies.ShawnDoubiagoAdjunctProfessor(2008‐present)ShawnDoubiagoreceivedherPh.D.inComparativeLiteraturefromUCDaviswithtwodesignatedemphases:FeministTheoryandResearchandCriticalTheory.SusanneHoelscherAdjunctProfessor(2008‐2009)AdjunctProfessor,istheMCLGermanCoordinator.ShecompletedherPh.DintheGermanProgramattheUniversityofCalifornia,Davis,withanemphasisinCriticalTheory.InadditiontoreceivingtwoteachingcredentialsandanM.A.inGermanfromSanFranciscoStateUniversity,shealsocompletedtheErsteStaatsexamenattheWestfälischeWilhelmsUniversitätMünster,Germany,withamajorinGermanandHistory.
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AnnabelLeeAdjunctProfessor(2011‐present)AdjunctProfessor,graduatedfromtheUniversityofSanFranciscowithaB.A.inFrenchLiteraturein2001whereshewaspartofprogramssuchasErasmusandstudyabroadinParis.AfterfinishingherM.A.inFrenchLiteratureatSanFranciscoStateUniversity,shemovedtoParistopursueaD.E.A.(Diplômed'EtudesApprofondies)attheUniversitédeParisVIIIandtheEcoleNormaleSupérieure.SinceParis,AnnabelhasbeenteachingFrenchandpursuingherPhDattheUniversityofCaliforniaDavis.Herinterestsareinmusicand20thcenturyFrenchliterature.LuisRamosAdjunctprofessor(2010‐2011)LuiswasappointedAssistantprofessoratNYUinfall2011.AnaRaquelRojasAnaiscurrentlyteachingCriticalAnalysis(Spring2012)2011‐2012‐TermAssistantProfessorintheDepartmentofRhetoricandLanguagesattheUniversityofSanFrancisco.BeforejoiningthefacultyatUSF,shewasanAssistantProfessorintheDepartmentofEnglishandTheatreattheUniversityofScranton,inPennsylvania,whereshetaughtcomposition,literature,feminist,genderandsexualitystudies,andIgnatianpedagogy&thefirst‐yearstudentexperience.SheearnedherB.A.inComparativeLiteratureattheUniversityofCalifornia,Irvine,andherM.A.andPh.D.inComparativeLiteraturefromCornellUniversity,whereshespecializedinDecadentliteratureinEnglish,French,andItalian.Herfocuswasthestudyofthefigureofthefemmefataleinfin‐de‐siècleliterature.Hermostrecentarticle,“TheMustachioedWoman,orTheProblemofAndrogynyInVictoriaCross’SixChaptersofaMan’sLife,”recentlyappearedintheOctoberissueofCahiersVictoriensetÉdouardiens.RuthStarkmanAdjunctProfessor(2006‐2009)PhDsinComparativeLiteratureandPhilosophyfromSUNY/BuffaloandBerkeley,respectively.ShetaughtComparativeLiteratureatUSF,Utah,UCLA,BerkeleyandStanford.Inadditiontoherarticlesonliterature,filmandliterarytheory,sheistheauthorofthreebooks,DerGermanischeHobbes1991,MartinBuberandtheOneStateSolution1997,acollectionofessays,TransformationsoftheNewGermany,2006andhasforthcomingbook,HannahArendtandtheRhetoricofBrotherhood,2012.ElizabethWing‐PazAdjunctProfessor(2010‐present)ElizabethWing‐PazhasaPhDinComparativeLiteraturefromUCDavis,anMAinSpanishfromtheUniversityofCincinnati,andaBAinEnglishandSpanishfromtheUniversityofSanFrancisco(Classof'90!).ElizabethcurrentlyenjoysteachingIntrotoComparativeStudiesforthePrograminComparativeLiteratureandCultureatUSF.InadditiontobeinganadjunctinstructoratUSF,sheteachesintroductorycoursesinHumanitiesandPhilosophyforBerkeleyCityCollege.
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ShanleyJacobsProgramAssistant(2011‐present)ShanleyJacobsstudiedcreativewritingandliteratureatDrakeandOxfordUniversity.SheholdsanMFAinPoetryfromVirginiaCommonwealthUniversityandaCELTAcertificateinESLinstruction.ShehastaughtESLinKoreaandiscurrentlytheProgramAssistantfortheDepartmentofModernandClassicalLanguagesattheUniversityofSanFrancisco.HerpoemsandbookreviewshaveappearedintheHelenBurnsPoetryAnthology:NewVoicesfromtheAcademyofAmericanPoets’UniversityandCollegePrizes,1999‐2008,GulfCoast,Periphery,andBlackbird.
B. Teaching
Thefollowingtablesshowstudentcredithours,numberoffacultymembersteachinginCMPL,andcredithoursperfacultyforeachsemestersinceinceptionoftheprogramin2006.Adjunctparttimefacultymembersarelimitedtoteachingtwocoursespersemester.Thereisonlyonefull‐timefacultyintheCMPLprogram.ThisfacultymemberteachesonecourseinCMPLandonecourseintheFrenchprogrameachsemester.ThisfacultymemberwastheonlyoneauthorizedtoteachaFirstYearSeminaruntil2010,whenselectedadjunctpart‐timefacultymemberswereallowedtosubmitproposals.ThisexplainsthedifferenceinenrollmentfiguresbetweenCMPL195startingin2009with16students,andCMPL200,whichenroll40students.
SumofSCH TERM
FAC_NAME 06F 07I 07SP 07SM 07F 08I 08SP 08SM 08F 09I 09SP 09SM 09F 10SP 10SM 10F 11SP 11SM 11F 12SP Total
Doubiago,S 164 324 304 160 312 324 152 328 248 2316
Hoelscher,S 156 176 160 12 504
Lee,Al 156 156
Mairesse,A 2 152 68 52 64 36 148 522
Nickels,J 140 140
Ramos,L 156 156
Starkman 168 140 184 104 188 4 172 116 172 168 104 172 4 912
Wing‐Paz,E 160 156 164 168 164 812
C. FacultyWorkloadandtheCurriculum
ThenumberoffacultyintheCMPLprogramisnotadequateconsideringthehighnumberofstudentsenrolledinourCoreLiteraturecourses(250studentsormoreeachyear).Thereisonlyonefull‐timefacultymemberactingasdirectoroftheprogram.ThisfacultymemberalsoworkfortheFrenchprogramandsplitsherteachingloadbetweenFrenchandCMPL,teachingonecourseineachprogrameverysemester.TheCMPLprogramisingreatneedofanotherfull‐timefacultytoteachCMPLcoursesexclusively,andattendtoalltasksrelatedtotheprogram.Thecurrentratiopart‐timetofull‐timefacultyis3to1andneedstobereducedtoaminimumof2and2,orbetter.Theaddition
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ofonefull‐timefacultymemberwouldhelpwithstudentadvising,astrategicplanforcurriculumdevelopment,andimplementationofon‐campusandextra‐curricularactivitiesthatwouldbringvisibilityoftheprogram.
D. FacultyDiversityandContributionstootherprograms
TheCMPLprogram’sdiversitystartswithitsfaculty.CMPLfacultymemberscomefromdifferentlinguisticandculturalbackgrounds(France,Germany,LatinAmerica,USA).Theiracademicspecialtyandresearchinterestsarerichanddiverse,whichenablethemtoimplementtimelytopicsreflectingcurrentacademicresearchinthefieldofComparativeLiteratureandCultureandtheremappingoftoday’sglobalworld.Subjectmattersinclude:theHuman‐AnimalRelation;WomenandViolence;LiteraturesoftheChild:TraumaandHealing;CulturesinConflict;LiteraturesoftheBody.Ultimately,studentsinCMPLbenefitfromthediversityofitsfaculty,andtheirmultipleteachinginterestsversedinliteraryworksfromdifferentoriginsandregionsoftheworld,‐‐keepinginwiththemissionstatementoftheUniversity,andaJesuitInstitution.Assignmentofcoursestoadjunctfacultyisregulatedbytheteachingloadallotmenttopart‐timefaculty,aswellastheprogram’sneeds.Part‐timeadjunctfacultymembersarelimitedtoateachingloadoftwocoursesmaximumpersemester.Foreconomicreasons,adjunctfacultymemberssecureadditionalemploymentatotherteachinginstitutions.TheirinvolvementanddedicationtotheCMPLprogramislimitedbytheirpart‐timestatusandcommitmentsoutsideofUSF.Accordingtoseniorityandteachingeffectiveness,oneadjunctfacultymemberwasinvitedtodevelopaFYS.ItisourhopethatfacultyinvolvementintheCMPLprogramcanbefurtherenhancedwiththeopeningofafull‐timeposition,whetheritisaTermappointmentofatenurelineposition.
E. RelationshipwithOtherDepartmentsandPrograms:
Onefull‐timefacultymemberinCMPLcontributestotheFrenchprogram,theFilmStudiesprogram,andTheEuropeanStudiesprogram.AnnabelLee,anewhirefortheFrenchprogramalsocontributesonecoursetoCMPL.ElizabethWing‐Paz,alsoapart‐timefacultymemberforCMPLteachesonecourseintheStIgnatiusInstitute.Inthepast,SusanneHoelscher,part‐timeinstructorandcoordinatoroftheGermanprogramhastaughtintheCMPLprogram.RuthStarkmanusedtoteachinCMPLandthePhilosophyprogram.LuisRamostaughtCMPLandSpanishcoursesforoneyear.V.STUDENTSAlthoughtheCMPLprogramenrollsfewmajorseveryyear,ithashadasteadyenrollmentaveraging2or3majorseachyear.RetentionofCMPLmajorsisexcellent.Allbutonestudentovertheyearsfailedtograduate.AfewstudentswhodeclaredamajorinCMPLweredouble
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majorsanddecidedtofocusontheirprimarymajorotherthanCMPLinordertograduateontime.
SeveraldeclaredCMPLmajorsaretransferstudentswhowelcometheflexibilityoftheCMPLprogramtopursueadisciplineorareaofstudyinwhichtheywerealreadyengagedintheirpreviousinstitution.Overthelastthreeyears,morestudentshavejoinUSFafterstudyinginJuniororCommunitycolleges,wheretheyhadcompletedaminimumoftwoormoreyearsofstudy.Typically,suchstudentsareolderandmoreengagedindefiningtheirpersonalgoalsfortheircollegeeducation.TheychoosetheCMPLmajorbecauseitallowsthemtoconcentrateonthecoursesthatmattermosttothemtooptimizetheircollegeexperience.
SeveralstudentshavedeclaredaCMPLmajorsafterswitchingfromanEnglishmajor.Typically,suchstudentsseekgreaterdiversityofresearchtopicsinworldliteraturesandcultures,andareinterestedincomparativestudiesacrossdisciplines.Thesestudentsareintheirjunioryear,andhavecompletedseveralliteraturecoursesintheEnglishdepartment,whichtransferaselectivestowardtheCMPLdegreeprogramwithoutpostponingtheirgraduationdate.
ThegreatmajorityofstudentswhodeclareaCMPLmajorarematureindividualsorindependentthinkersinterestedindeveloping,andresearchingatopicoftheirownchoosing.Hence,student'sretention,andstudent'scompletionofthedegreeinCMPLarenotanissue
a. DiversityandInternalization
EnrollmentintheCMPLprogramreflectsthediversityoftheuniversitystudentpopulationwithanoverallmajorityoffemalestudents,andfewermalestudents.OurstudentpopulationhasbeenlargelyWhite,buthasalsoincludedAfricanAmerican,NativeAmerican,European,andotherinternationalstudentsasshownbelow:
ETHNICITY ACADEMICPERIOD
AfricanAmerican Asian Hispanic
orLatino Intl NativeAmerican Unknown White Grand
Total200640 1 1 2 4200720 2 1 3 6200740 2 1 2 1 6 12200820 2 2 2 8 14200840 2 1 1 6 10200920 2 1 1 5 9200940 2 1 2 1 1 4 11201020 3 2 2 1 1 3 12201040 2 2 2 2 1 5 14201120 2 1 4 1 1 4 13201140 2 1 4 1 4 12
GrandTotal 22 8 18 14 4 1 50 117
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b. StudentData:ForeignLanguage;EmphasisandTitleofSeniorThesis
Classof2012DavidCarillo:French;CultureEmphasis(Titlenotyetavailable)CarolineKangas:Spanish;LiteratureEmphasis(Titlenotyetavailable)Yi‐XuanLau:French;LiteratureEmphasis(Titlenotyetavailable)KatherineLenoxJan:Spanish;LiteratureEmphasis(MinorinCMPL)Classof2011:NoemiClark:Spanish;LiteratureEmphasis;TitleofSeniorThesis:“UnamunoandMachadoagainstthestate”TanyaHerrera:Spanish;LiteratureEmphasisTitleofSeniorThesis:“ElPreciodeSangreYSilenciofueelCostodemiVIvir:ASalavadoranCivilWarNarrative”CharlieMostow:Spanish;CultureEmphasis;TitleofSeniorThesis:“EmpiricalEmphasisinRapMusic”Classof2010:MarisaFiorino:Spanish;LiteratureEmphasisTitleofSeniorThesis:“CulturalandArtisticInfluencesinthePoliticsofLatin‐America”KelseyHenderson:Spanish;LiteratureEmphasisTitleofSeniorThesis:“TheRelevanceofBorgesinLatinAmericanLiterature”GretchenWearne:French;LiteratureEmphasisTitleofSeniorThesis:“ColonialismintheFrancophoneliteratureofAfrica”Classof2009:EzekielCrago:German;LiteratureEmphasisTitleofSeniorThesis:“LiteratureofIdentity”ElisaJennings:French;CultureEmphasis;TitleofSeniorThesis:“TheInterplayofGender,Value,andExistenceinMyths,FolktalesandFairytales”
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AnnaNewell:French;LiteratureEmphasis;TitleofSeniorThesis:“IdentityoftheStrangerinAlbertCamus”RyanScott:French;CultureEmphasisTitleofSeniorThesis:“CulturalIdentityandGender/SexRolesinFrenchColonialism”RachaelTang:French;LiteratureEmphasisTitleofSeniorThesis:“SpiritualCommensalityandCosmicOrder”
VI.PROGRAMGOVERNANCE
TheCMPLprogramishostedintheMCLdepartment,butMCLdoesnotmakedecisionregardinggovernanceoftheprogram.DecisionsaremadebyAnneMairesse,directoroftheprograminconsultationwiththeadjunctfaculty.Thechairsorco‐chairsoftheMCLdepartmentholdonemeetingamontheachsemester.Thedepartment’sfull‐timemembersareexpectedtoattend,buttheadjunctsarenotsoobligated.Bycomparison,CMPLadjunctfacultymembershaveamuchgreaterparticipationtoMCLdepartmentmeetingsthanadjunctfacultymembersinLanguages.
a. GovernancestructureoftheCMPLprogram:
TheCMPLprogramasawholemeetsaminimumofoncepersemester.AnneMairesse,directoroftheCMPLprogramholdsonemeetingbeforethebeginningofeachsemesterwithalladjunctfacultymembers.ShawnDoubiagowhoteachestwoCMPLcoursesparsemesterandAnneMairesse,areincontactonceortwiceaweektodiscussmattersrelevanttotheprogram.OtheradjunctfacultymemberswhoteachonlyoneCMPLcourseanddonothavetheflexibilitytomeetonaregularbasiscommunicateeitherindividuallyorcollectivelybyemailduringthesemester.Adjunctfacultymemberswhonolongerteachintheprogramarealsoconsulted,whenbychoice,theyremaininvolvedintheprogram.
Duringthesemeetings,readinglistsforthedifferentsectionsofCMPL200arediscussedandrevised.Additionally,AnneMairessemeetswiththeinstructorwhoteachestheCapstoneseminaratthebeginningofthespringsemestertodiscussandrevisethereadinglist.AlthoughthethemeoftheCapstoneremainsPoliticalFictions,thesyllabustakesintoaccountthestudent’stopicsfortheirtheses,andnewreadingmaterialisintroducedtobestsuittheirneeds.
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AdjunctfacultymembersareverymuchapartofthesuccessoftheCMPLcurriculumanditsgovernance.Adjunctfacultymembershavecontributedtremendouslytoitslivelihood,andtoimplementingattractivetimelytopicsinitscurriculum.Adjunctfacultymemberscollaborateonchangesmadetosyllabiandreadingassignmentlistseachsemester.Theysharetipsandcollaborateonteachingmethodologiesaswell.Adjunctfacultymembersareoftensolicitedonvarioussubjectsrelatedtotheworkingsoftheprogram,aswellasforcurriculumchangesbasedoftheirpersonalresearchandinterests.ThecollaborationamongfacultymembersteachingintheCMPLprogramissupportive,yetcommunicationcanbetoolimitedduetotheircommitmentsoutsideoftheuniversity.
b. Staff
Thereisonefull‐timeprogramassistantforthedepartmentofModernLanguages,ShanleyJacobs.ShehastwostudentassistantsworkingunderherMondaytoFridaybetweenthehoursof12:00and3:00pm.TheProgramAssistantoverseesprojectsfortheCMPLprograminadditiontotheMCLdepartment.CollageandEktronwebpageupdatingLanguagePlacementexamscoresBulletinBoardTheMailroomandmainofficeGraduationcenterupdatesFacultyandStudentsneedsProcessingoflanguagewaiversandsubstitutionsTheturnoverratefortheprogramassistantpositionhasnotbeenhighinthepast.BeforeShanleyJacobswashiredin2011,thepreviousprogramassistanthadbeenworkinginthepositionforfouryears.However,thestudentassistantpositionshaveamuchhigherturnoverrateduetostudentgraduation.Onaverage,therearetwostudentassistantshiredandtrainedintheMCLdepartmenteverythreetofoursemesters.TheProgramAssistantstrivestohireassistantswhoareinthefirstofsecondyearoftheirstudiessoastolimitfrequentturnover.Hiringoffirstyearstudentsforevenminortaskscanbeproblematic.Althoughverywillingtohelp,theyhavenoformaltrainingwithperformingofficework,filing,formatting,orevenwriting.InadditiontheyarenotfamiliarwiththeUSFenvironment.VerylittlehelphasbeenrequestedovertheyearsandsinceinceptionoftheCMPLprogramfromassistantand/orstudentassistants.TheCMPLprogramdoesnotrelyontheMCLdepartmentofficefortheeverydayworkingsofitsprogram.TheCMPLprogramwouldliketoreceiveassistancefromthedepartmentalofficethroughhiringastudentassistantdedicatedtoCMPLforacoupleofhoursaweek.Undersupervisionoftheprogramassistant,thestudentwouldmaintaintheCMPLwebpageandcontributetootherneedsspecifictotheprogram.
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c. TechnologyandInformationalResources
Formostlanguageandliteratureclasses,studentsarerequiredtohavegeneralcomputerskills,suchasknowledgeofMicrosoftWord,PowerPoint,andBlackboardinordertotypetheirpapersandperformtheirclasspresentations.AllinstructorsinCMPLresorttoUSFconnect/Blackboardforpostingcoursedocuments,,gradingpapersinthegradecenter,andcommunicatingwiththeirclassesthroughoutthesemester.AllstudentsuseBlackboardforcommunicationwiththeirinstructor,BB/Turnitinforon‐linesubmissionoftheirpapers,andexchangingideasontheDiscussionBoard.Papersubmissionshavebeeneliminatedtomaximizeclass‐timeandbeeco‐friendly.OtherfeaturesonBlackboardincludingSyllabipostingandotherannouncements,Coursedocuments,Blogs,Wikis,etcarecommonlyusedbyallandinallCMPLcourses.BlackboardisalsocommonlyusedinSmartclassroomsasteachingmethodologyforpowerpoints,videoprojections,andotherteachingresourcesmadeavailablethroughtheportal.
d. Facilities
SincetheopeningofKalmanovitzHallinFall2008,officespaceforfull‐timefacultyandtheMCLDepartmentofficehasbeensatisfactory.Officespaceforpart‐timefaculty,whichrepresentsthemajorityofthefacultyteachinginCMPL,ishighlyproblematic.Currentlyadjunctpart‐timefacultymembersinCMPLsharecubiclesonthefourthflooroftheLibrarywithotheradjunctsfromseveralotherdepartmentsandprograms.Studentsdonothaveaccesstothefourthfloorunlesstheirinstructorisexpectingthemandletsthemin.Accesstocomputersisverylimited.Spaceiscrampedandloudattimes,andnotsufficientlyprivateforofficehours,conversationswithstudents,orclasspreparation.CMPLpart‐timefacultymemberswhoalsoteachinotherprograms(French,StIgnatiusInstitute,Spanish)shareadifferentofficespace,andtheirpathsmaynevercross.NothavingoneofficededicatedtotheCMPLprogrampreventsfacultyfrominteractingfreely,butalsofromkeepingadvisingdocumentsandotherfilespertainingtostudentsintheprogramallinoneplace.CMPLadjunctfacultymembersalsosharethesamemailslot(oneslot)inthemailroomofKalmanovitchwithalltheotheradjunctsoftheMCLdepartment(47ofthem!)eventhoughtheirofficespaceiseitherinthelibrary,theStIgnatiusInstitute,oradifferentbuilding.
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TwoconferenceroomsonthethirdfloorofKalmanovitzareofadequatesizeforsmallgatheringsandmeetings,butnotalwaysavailable.Theseroomsareveryoftenusedasclassrooms.ThereisnodedicatedspaceforMCLsuchasaloungeofanysort,whichcouldalsobeaccessibletotheCMPLprogram.
e. TheWritingCenterStudentshaveaccesstotheLearningandWritingCenter(LWC)forsupportwiththeirwriting.Therealproblemisthecapof40inourcoreclasses,whichistoohightofollowuponreferralsmadeforthemattheLWC.Unlessstudentsrequesttutorsontheirown,andarediligentaboutsecuringappointments,andworkattheLWCtoimprovetheirwritingskills,theycanonlybeencouragedtogo.Oftentimes,studentsdonottakeadvantageofthisopportunity.AgreatmajorityofstudentsinneedofsupportwithwritingarestudentsforwhomEnglishisaforeignlanguage.Typically,theydonotcomeforwardaskingforhelp.Theirgradeexpectationforacorerequiredcourseinaclassof40isnothigh,andnotalwaysconsideredessentialfortheiracademicsuccessatUSF.
f. ClassroomEquipment
Theuniversityhasgreatlyincreasedthenumberof“smartclassrooms”thatarefullyequippedwithcomputerandInternetaccess.Whentheseparticularroomsareavailable,ourneedsaremet.Unfortunatelyclassroomshortagehasworsenedovertimeandmanyfacultymembershavebeengreatlyinconveniencedintheirteaching.Theyareroutinelyaskedtochangetheirscheduletolessdesirabletimes,and/orhavetoresorttoteachinginaclassroomwithlimitedornocomputerequipment.Severalroomshavefixeddesksandchairs,whichseverelylimitsoptionsforstudentinteractionsandparticipation.OtherlargeclassroomswhichaccommodateourCoreLiteratureclasseswithacapof40studentsareequippedwithlargeheavytablesandchairs,whichdonotallowforpossibleroomreconfiguration.Theseclassroomsarelessthanadequateforteachingliterature.Theypromoteteacher‐centeredteachingstyles.Theypreventsmallgroupdiscussion,andgreatlyrestrictthealreadydifficulttaskofimplementingstudent’sinteractionsandparticipationinclassdiscussions.Finallythelocationofclassesisaparticularchallengeforinstructorswhoteachtwoclassesback‐to‐back.The10minutesin‐betweenclassesisnotenoughtimetogetfromoneendofcampustoanother,muchlesstobootupandshutdowncomputers,projectorsandothermediaequipmentusedforteachingeffectiveness.Thecurrent“roomcrisis”oftendoesnot
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permitthesameinstructortoteachdifferentclassesatthesamelocationoncampus,letaloneinthesamebuilding.Finally,thefrequenciesinwhichcomputerfailures,audio‐visualmalfunctions,andlackofsupportoccurwhileinaclassroomarehigh.Thereisvirtuallynosupportafter4:45pmforanyeveningclass.WhencontactwithInstructionTechnologyServicescanbeestablishedwhilerequestedinaclassroom,helpcanbeanoshow,ora“can’thelp.”Instructorsarestronglyinconveniencedwhentheycannotcompletetheirlessonplanbecauseofcomputerequipmentmalfunction.
VII.COMPREHENSIVEPLANFORTHEFUTURETheCMPLdegreeprogramwouldliketoaddressthefollowingissuesinthefuture:•GoalsfortheMajor:developstrategiesforrecruitment,andvisibility..•Strengthentiesanddevelopstrongercollaborationwithinterorpost‐disciplinaryprogramsofpostnationalstructureatUSF.•Sharetheprogramneedsforelectivesthatpromotepostnationalliteraturesandcultures,alcomponents,andincludeanalytical,criticalreadingandwriting.•Requestafull‐timepositionwhetheritistermortenurelinetoinsurefullcollaboration,participationanddedicationofonefacultymembertotheprogram.•WorkmorecloselywiththedepartmentofRhetoricandCompositionanddevelopcross‐curriculumcoursestoincorporatetopicsforwritingwithacomparativefocus;writingcritical,analyticalorinterpretativeanalyses.(AnewRHETcoursewithafocusonwritingliteraryanalysesiscurrentlysubmittedtotheCurriculumCommitteetobeofferedinfall2012).•FocusonFirstYearSeminarstorecruitCMPLmajorsandminors.•IncreasenumberofFYSeachsemesteranddevelopnewtopics.•DevelopandimplementTransferStudentSeminarsasrecruitmenttool.•OrganizeinformationsessionsonCMPLdegrees. •OutreachtoCommunitycollegestoadvertiseourprogram.
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•TheCMPLcurriculumoffersgreatflexibilityforstudentstodefinetheirareaofconcentrationandidentifythetopicoftheirseniorthesis.However,wehaveidentifiedthedifficultystudentssometimesencounterinhavingtoomanychoices,orfeelingisolatedfromoneanotherwhenfocusingontheirindividualtopics.Weneedtoorganizesocialgatheringsformajorsandminorssotheycanmeetandcommunicateonaregularbasis.SeniorsaregatheredintheCapstoneseminarduringtheirlastsemesteratUSF,butsomedidnothavetheopportunitytomeetoneanotheruntilthen.Informationmeetingsmaybeanotherwaytoincreasestudents’interactionsamongthemselvesandwithCMPLfaculty,fosterasenseofcommunity,andincreaseourvisibility.•EstablishpersonalcontactsandincreasecommunicationwithfacultymemberswhoteachcoursesthatareoftenchosenasElectivesbyCMPLmajors.Opencommunicationwiththefacultywillcontributetoenhancingthestudents’learningexperienceintheirclasses,andbetterachievetheirgoals.Student’ssenseofbelongingwillincreaseifhis/hermajorisbetterknownandrecognizedbytheinstructorsofotherdepartmentsandprogramsfromwhomhetakeshis/herelectives.•Co‐sponsoreventswithotherprogramssuchas,forexample:TheHighteaevent;TheFilmseries,creativespeciallectures,etc.)•TalktootherlikelyprogramsandadvisorsaboutthedesirabilityofaCMPLmajorinconjunctionwiththeirs.Exploreconnectionswithgraduatecomparativeliteratureprograms.PublicizeourprogramforhiringperspectivesofourgraduatesintheBayareabutalsoforinternationalemployment.
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APPENDICES
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OriginalDocumentofAssessmentPlanforthePrograminComparativeLiteratureandCulture(created2009)Goal:Toengageincomparativeanalysisofliterarytextsandotherculturalartifactsthatseektoenhanceourunderstandingofcross‐nationalculturalcommonalitiesanddifferencesDefined:Todemonstrateabasiccriticalabilitytoidentify,evaluate,andcomparetheideasandformalfeaturesofmajorartisticworksandfigures,thecontextsinwhichtheyareproduced,andtheperspectivestheyrepresent.MeasurableOutcomes:
a. Applyanalyticalskillstotheinterpretationofawidespectrumofculturalphenomena,includingliterature,art,music,filmandpopularmedia.
b. Identifyandcomparemajorartisticandculturalfiguresofdifferentregionsoftheworld,showingsensitivitytothepluralityofmeaningstheyoffer.
c. SituatetheArtsinthecontextoftheirhistorical,cultural,andaesthetictraditions,whilerecognizingthelimitationsofsuchcategorizations
PerformanceRubrics:
VeryPoorAchievementofOutcome AverageAchievementofOutcome VeryGoodAchievementof
Outcome
a.
Studentsstillstrugglewhentryingtoanalyzecomplexmaterial;adependenceonbook
reportversusargumentandaninabilitytodeveloptheirownthesiswhenask
towriteordiscussindependentideas.
Studentscanevaluateandcomparetextsthrougharangeofcritical
approachesandcanapplyanalyticalstrategies(learnedthroughliteraryanalysis)tonon‐literarytextsofa
designatedregionorpartoftheworld,includingnewsmedia,film,advertisements,visualarts,
performance,etc.Studentscandevelopandcarryoutindependentreadingandresearchbeyondtheknowledgeand
understandingprovidedintheclassroom.
Studentscanevaluatethefunctionofdifferentstylisticdeviceswithinatextandcanuncovernuancedandmultilayeredmeaningsandcomplexitiesofatext(orartisticwork)throughvariousmodesofinquiry.Theycanbegintoassesscompetingclaimsofinterpretation
ofatextorotherworkorartindependentlyandwith
confidence.
b.
Studentshaveonlythemostcursory
understandingofessentialworksandfiguresrelativetoaregionoftheworld,withinagenre,orrelativetoatheme.Mistakeindifferentiatingbetweenculturesoccuroften.
Studentsdemonstratesanunderstandingofmajorartisticworksandfiguresaswellastheessential
characteristicsthatenablestocomparetrends,periods,movementsornameswithinanintellectualtraditionofacountryorregionoftheworldthat
influencethem..
Studentsdemonstrateadepthofknowledgeandbreadthto
comparemajorartisticworksandfiguresofacountryorregionofthe
world.
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c.
Studentsbluressentialdistinctionsbetweenculturesofdifferentregionsofthe
world.Alackofsophisticatedthoughtisoftenlinkedtosloppiness,disinterestand
repetitiveerrorsinargument.
Studentsrecognizekeytermsspecifictoacultureandregionoftheworld.Theycancompareandcontrastartisticworksfrom
differenteras,includingthosethatrepresentimportanttrendsandmovementsfromthesameperiod,whilealsodemonstrating
knowledgeofthesignificanteventsthathaveimpactedacultureorregionoftheworldacross
thecenturies.Theyareawarebynowthatconventionsandcanonsmaybequestioned.
.
Studentsregularlyshowacommandofrecognizing
particularitiesofindividualintellectualtraditionswithina
cultureorregionoftheworld.
Possiblemeasurementmethods:
a. Courseembeddedassignments:weeklywritingsamples,termpapers,midtermandfinalexams(shortandessayquestions)andin‐classoralpresentations(CMPL200,ENG390,andCMPL440).Substantiveresearchpapers(ENG390).ASeniorThesisfortheCapstoneseminar(CMPL440).
b. TerminologyandcriticalapproachesareintroducedinCMPL200andreinforcedsubsequentlyinENG390andtheCapstoneSeminarCMPL440.
c. SyllabiAnalysesd. PetitionsforelectivestocounttowardtheCMPLmajor.
AtthistimenoparticularissuesindicatethattheexistingthreecorecoursesrequiredfortheMajorinComparativeLiteratureandCultureneedtoberevisedorimprovedupon.Itisclear,however,thatIntroductiontoComparativeStudies(CMPL200),whichenrolls40+studentsineachsection,doesnotpromoteindividualattentiontostudents.AfreshmanseminarasasubstitutetoCMPL200wouldbeanexcellentrecommendationforenteringstudentswhodeclareaCMPLmajorintheirfirstsemester.TheCMPLmajordrawsontheexistingstrengthsoftheCollegeofA&Sfacultyinavarietyofinternationalfields.Itopensupthestudyofliterary,artistic,andvisualtextstobroader,moreinclusiveapproaches.Ratherthanconfiningthestudyofliterarytexts,filmsorArtstoonecountryoronelanguage,theprogrampromotesconnectionsacrossdisciplines,genres,languages,andregionsoftheworld.Inadditiontotheirthreecorecourses,CMPLmajorstakeaminimumofsixelectivecourses,carefullychosenacrossthedisciplinestowhichcomparativemethodsofanalysiscanbeapplied.Courseshaveacross‐culturalfocusononeormoreregionsoftheworld,withinatimeperiod,oragenre.ToensurethatallCMPLmajorsmaketheappropriatechoicestobuildastrongintheirareaofconcentration,mandatoryadvisingsessionswillbeimplementedatthebeginningandendof
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eachsemester,everyacademicyearuntilgraduation.Choiceofelectivesmustbepetitionedforapprovalbeforethestudentcanenrollinanygivencourseforhis/herelectives.Instructorsofthecourseneedtobeinformedofthestudent’sintenttoenroll,andcorroboratethatcourseobjectivesareappropriateforhisorherareaofresearch.Instructorsintheirownexpertiseareinvitedtocontribute,whenpossible,inhelpingourmajorsestablishconnectionsbetweencourseassignments,andhisorherdesignatedareaofresearch.CoordinationbetweeninstructorsandstudentsenrolledintheCMPLmajorwouldgreatlyimprovethestudent’slearningexperience,aswellascontributetofurtheradvancinghisorherabilitytoconductindependentresearch.Thiswillallowsustoassessourgoalsmoreefficiently.Whowillconducttheassessment?Tothisend,full‐timefacultymembersoftheCommitteeinCMPLmeettwiceduringthefall2008:first,todiscussaproceduretoimplementadvisingsessionsandcoordinateeachstudent’sindividualresearchtopicsintheirareaofconcentration,andasecondtimetoapprovethenewprocedure,andmakethenecessaryamendmentstothisassessmentplan.Howwilldatabeusedtoimprovetheprogramorrevisecurricula?Acarefulreviewofcourse‐embeddedassignmentsrequiredofourmajorsandgraduateswillallowustodeterminemuchmoreclearlywhatpathweoughttotaketoimprovetheclassroom‐learningenvironment.Somepossiblesolutionsinclude:emphasizingspecializedtrainingforouradjunctfacultyaswestriveforsimilarstudentlearningoutcomesamongsectionsofIntroductiontoComparativeStudies.Carefulreviewofthepetitionformssubmittedbystudentsforapprovaloftheirchoiceofelectives.Reviewofstudents’declaredemphases,theirareaofconcentrationinrelationtothetopicoftheirSeniorThesis.ReviewofSeniortheses,contentandform.
x‐x‐x
Goal:TocommunicateinaforeignlanguagebothorallyandinwritingDefined:ToachieveacommonminimumofIntermediateMid(forlanguageproductioni.e.speaking(a)andwriting(b),andaminimumofIntermediateHighinlanguagecomprehension,i.e.listening(c),andreading(d)ontheACTFLProficiencyGuidelines.MeasurableOutcomes:
a. Speaking:Graduateswillexpressinformationandopinioninaforeignlanguageinavarietyofcontextsandsituations.
b. Writing:Graduateswillwritecoherentlyinaforeignlanguageusingthedisciplinaryconventionsandmethodologythatconstituteeffectiveliteraryandculturalanalysis.
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c. Listening:Graduateswillunderstandconnectedoraldiscourseonavarietyofissuesproducedbynativespeakersfromdifferentplacesandtimes.
d. Reading:Graduateswilldemonstrateacriticalcompetencetoidentify,interpret,andevaluatethemainideasandformalfeaturesofliterarytextsandformalartifactsfromallperiodsandgenres,showingsomesensitivitytothepluralityofmeaningstheyoffer.
PerformanceRubrics: VeryPoorAchievementof
OutcomeAverageAchievementof
OutcomeVeryGoodAchievementof
Outcomea.Speaking
Studentscanparticipateinsimpleconversationsontopicsbeyondthemostimmediateneeds.Pronunciationisstronglyinfluencedbyfirstlanguageandfluencymaystillbestrainedbutcangenerallybeunderstoodbysympatheticinterlocutors.
StudentcaninteractwithnativespeakersbutthereisastronginterferencefromEnglish,andmisunderstandingsarefrequent.Studentsfeelmostcomfortabletalkingaboutpersonalmatters.
Studentcaninitiatesustainandconcludeconversationsonpersonalculturalandacademicmatterswithnativespeakersintheirowncommunities(eitherabroad,throughservicelearning,orininformalencountersonandoffcampus)Theirspeechmaycontainpauses,reformulationsandself‐correctionsastheysearchfortheadequatewords.
b.Writing
StudentisabletomeetpracticalwritingneedswithinthescopeoflimitedlanguageexperienceWritingtendstobealoosecollectionofsentencesorsentencefragmentsonagiventopicandprovideslittleevidenceofconsciousorganization.
Student’swritingoftenshowslackoffluencyduetofrequentgrammaticalerrors,misuseofwords,andspellingmistakes.Syntaxispoorconsistingofrecombinationsoflearnedvocabularyandstructuresintosimplesentences.
Studentscanframeandsustainanargumentthatincludesboththeexpositionandexplanationofinformation,evenwhenthereisonlypartialcontrolofcomplexstructures.Theyareattentivetoquestionsofstructureandstyleintheirwrittenwork,buttransitionsandcohesivedevicesarestilllimited.
c.Listening
Studentunderstandssentence‐lengthutterancesinface‐to‐faceconversations.Repetitionandrewordingmaybenecessary.Misunderstandingsinbothmainideasanddetailsarisefrequently.
Students’understandingisunevenwhichcausesthemtooftenmissmainideaswheninteractionisnotface‐to‐faceandonfamiliartopics.
Studentscansynthesizethemainideasofextendedconversationonreasonablyfamiliartopics,andfollowaudiovisualmaterials,andacademiclectures.
d.Reading
Studentcanreadconsistentlywithincreasedunderstandingofsimple,connectedtextsdescribingconcretesituationsandstraightforwardopinions.
Studentsneedguidancetounderstandliteraryexcerptsandlongertextsfromavarietyofsources.
Studentsareabletoreadandunderstandtextsfromavarietyofsourcesandunderstandliterarytextsfromdifferentgenres.
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Possiblemeasurementmethods:
a. Courseembeddedassignments:weeklywritingsamples,oralpresentations,compositions,tests(withandwithoutoralcomponent),journalsand/orblogs,conversationgroups,classdiscussionsandhomework.
b. Discussionsintheclassroomareconductedexclusivelyinthetargetlanguage.Readings,writingassignmentsandexamsarealsoallinthetargetlanguage.
c. ExtracurricularactivitiessuchasConversationTables,tutoringthroughtheFrenchWritingCenter(FWC)ortheSpanishWritingCenter(SWC)helpreinforcespokeninteractionandwritingtechniques,respectively.PeertutoringisavailableinChinese,Japanese,German,Italian,Russian,andTagalog.
TheforeignlanguagecomponentofourCMPLprogramisessentialtoitsstrength,andneedstobeassessedassuch.Student’scourseworkinfourthandfifthsemestercouldbebetterintegratedintotheircurriculatoinformtheirresearchtopicorareaofconcentration.SuchimprovementswouldbemadethroughadvisingandestablishingcoordinationbetweenMCLlanguageandCMPLinstructors.WebelievethatnewonlinePlacementExamsshouldbeavailableforeachoftheforeignlanguagesavailableforstudentsenrolledintheCMPLMajor.Theexamswillserveseveralpurposes:asplacementtestsforincomingstudents,asentrytestsforstudentsenrollinginthefourthandfifthsemesteroftheirlanguagerequirement,andasmeasurementsofthegoalswehavesetforourgraduates.Manyofthecurrentplacementtestsdonotfullyevaluatereadingcomprehension,listening,andwriting.Currentexamslackthenecessaryrigorforevaluatingtheoverallcommunicationskillsofourstudentsatthedifferentlevelsdescribed.Whowillconducttheassessment?TheCoordinatorsofeachlanguageprogramwillcoordinatethisprocessforallofourincomingstudents.Inaddition,everystudentthatdeclaresamajorinCMPLwillmeetwithhisorheradvisoraftertakingthePlacementExamtodiscussfuturecourseworkand/orneededimprovementsinpertinentareas(speaking,writing,listeningandreading)beforesigningforthefourthandfifthsemesteroftheirlanguagerequirement.Finally,allgraduateswillberequiredtotaketheplacementexaminthelastsemesteroftheirSenioryear,initiallyforthesakeofassessingthelanguagecomponentoftheCMPLprogram,thoughperhapsasanexitexaminthefuture.Afacultymember(onarotatingbasis)willthenwriteasummaryoftheresultsandinformthoseinCMPLoftheimprovementsthatshouldbemade.Howwilldatabeusedtoimprovetheprogramorrevisecurricula?AfterthenewPlacementTestshavebeenimplemented,allincomingstudentsanddeclaredmajorswillhavebeentestedatthebeginningandendofeachsemesterforafullacademicyear.Acarefulreviewofthescoresandproficiencylevelsofourmajorsandgraduateswillallowustodeterminemoreclearlywhatpathweshouldtaketoimprovetheclassroomlearningenvironment.Somepossibleoutcomesinclude:addingonesemesteroflanguageinstructiontotheCMPLmajor;developingmorelanguage‐intensivecoursesinimmersion;
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recommendinga400‐levelseminartostudentswhoselanguageproficiencyallowthemtoconductresearchonaspecialtopic;emphasizingspecializedtrainingofouradjunctfacultyaswestriveforestablishingsimilarlearningoutcomesforallsectionsofagivencourse.Inaddition,wemayneedtoadjustthedesiredproficiencylevelsofourgraduatingseniorsinCMPL.
Goal:Torespectdifferenceanddiversity,bothinthecontextoftheirowncultureandglobally
Defined:Todemonstrateabasicunderstandingof,andrespecttowardoneormoreofthemanyculturesofdifferentregionsoftheworldintheirvarieddimensions(social,historical,political,religious,economic,linguisticandartistic).MeasurableOutcomes:
a. Demonstrateanawarenessofthelinguistic,ethnic,racial,religious,culturalandsocialdiversityofacountryorregionoftheworldotherthanone’sown,andtheUS.
b. RecognizeandrespectdifferencesbyengagingtheperspectiveofOtherstobetterunderstandandcriticallyreflectonamorecomplexworldview.
c. Discusscontemporaryissuesrelatedtooneormorecountriesorregionoftheworldintheirhistoricalcontexts.
PerformanceRubrics: VeryPoorAchievementof
OutcomeAverageAchievementof
OutcomeVeryGoodAchievementof
Outcomea. Studentsareunawareofthe
principalcustoms,patternsofthought,beliefsandvaluesthatreflectacultureotherthantheirown;indifferenceisanongoingproblemandchallenge.
Studentsshowanawarenessofrelationshipsbetweenethnicity,race,religion,culture,history,politics,andeconomicsintheproductionofartisticworks.
Studentsdemonstrateadetailedknowledgeandclearunderstandingofoneormoreculturesdifferentfromtheirown.
b. Studentsshowalackoftolerancefor,muchlessinterestin,examiningcontroversialaspectsofculturesotherthantheirown.
Studentscanreflectuponhowculturalvaluescanbetracedacrosstimeandhowthesevaluesshapeperceptions,practicesandtexts.Theycanconsiderissuesofcolonization,globalization,raceandethnicityinthecontextofanothercountryorregionoftheworld,andinrelationtotheUS.
Studentsappreciateintellectuallyandestheticallysomeofthebeliefsorvaluesofacultureorculturesassociatedwithanothercountryorregionoftheworld,andmayhaveassimilatedthem;theycandiscussmoralissuespertainingtothesevariousculturesandtheircomplex,interwovenhistories.
c. Studentsshowlittleinterestorknowledgeofcontemporaryissuesassociatedwithanothercountryorregionoftheworld.
StudentsrecognizethepointsofcontactbetweenacountryorregionoftheworldinrelationtotheirownandtheUS.Theyactwithinformedawarenessofcontemporaryissuesintheirhistoricalcontexts.
StudentscaneffectivelycomparethevariouslevelsandrealmswithinoneorseveralculturesandregionoftheworldinrelationtotheUSandtheirown.
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Possiblemeasurementmethods:
a. Courseembeddedassignment:multiplewritingassignments;termpapers,midtermandfinalexams,andin‐classoralpresentations.SubstantiveresearchpapersforENG390.SeniorthesisforCapstoneSeminarCMPL440.
b. CurricularembeddeddistributionrequirementscovermultiplesubjectmattersincludingtheArts,CultureandSocietyofoneormoreregionsoftheworldandthoseregionsinrelationtotheEU
c. Studyabroadisstronglyrecommendedformajors.d. NumberofmajorsenrolledinInternationalStudyprograms,inServicelearningcourses,
involvedinserviceorresearchwithBayAreaMinorityCommunityOutreach.
ThelocationofouruniversityinsuchaculturallydiversesettingmakesthisgoalbasictotheCMPLasamulticulturalandinterdisciplinaryprogram.LanguagesotherthanEnglishareconstantlyandincreasinglyheard,seenandspokenintheUS,particularlyinSanFranciscoandtheBayArea.Studentscanbeexposedto,andparticipateinmanyoftheseenrichingculturalandsocialactivitiesassociatedwiththevarietyoflanguagesandculturesrepresentedintheBayArea.SuchactivitiesandgatheringscontributetoabetterunderstandingofthediverseandmulticulturalidentityasproposedinGoal3ofthisassessment,whichistoprepareourstudentstobeglobalcitizens.Whowillconducttheassessment?FacultymembersoftheAdvisoryCommitteeinComparativeLiteratureandCultureshouldmeetduringtheupcomingacademicyeartoreviewandmakethenecessaryamendmentstothisassessmentplan.Howwilldatabeusedtoimprovetheprogramorrevisecurricula?Allelectivesshouldemphasizethecross‐culturalinquiryandmultiplesubjectmattersthatthethreecorecoursesoftheprogramalreadyencompass.
x‐x‐xGoal:Developanintellectualengagement,introspectionandreflectivesensibilitythatwillcontributetolife‐longlearningDefined:Tofocussystematicallyontheprinciplesofhowthedisciplineofcomparativeliteratureandculture,criticalanalysis,interpretative,andcreativethinkingmaybeappliedtoavarietyofcareerpaths,andtheworldatlarge.MeasurableAssessment:
a. Reflectuponhowtheanalysisofartisticworkswithintheirculturalcontextsencouragescreativethinking.
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b. Adapttheknowledgeandskillstheyhavelearnedtonewexperiencesandlearningopportunities.
c. Developanappreciationfor,andalife‐longinterestinforeignlanguages,literatureandcultures.
PerformanceRubrics: VeryPoorAchievementof
OutcomeAverageAchievementof
OutcomeVeryGoodAchievementof
Outcomea. Graduatesdonotpursue
careersorlifestylesthatutilizeorexpandanyoftheanalyticalskillslearned.
Graduatesdemonstratehowtheiracquiredskillsallowthemtoengageinintellectualdiscussionsandworkthatisconnectedtotheappreciationofculturesandliteraturesotherthantheirown.
Graduatesconductresearchandparticipateintheculturalconversationofideaswithinawidevarietyofacademicandprofessionalfields.
b. Graduateslosetheirinterestandproficiencyintheforeignlanguage,literature,andculturetheystudied.Intellectualcuriosityisnotsustainedwithanyenthusiasmorrigor.
Graduatesareabletoapplylanguageproficiencyandknowledgeofcomparativeliteratureandculturetoenhancecompetencyinotherdisciplines,aswellasadvanceprofessionally.
Graduatesobtainadvanceddegreesaswellasteachingpositionsorjobsthatservethedisciplinesofcomparativestudies,foreignlanguages,literaturesandcultures.
c. Graduatesshowageneraldisinterestintheliterature,cultureorregionoftheworldtheystudied.Theyrelyonculturalclichésasopposedtoindividualexperiencetoinformthemselvesabouttheworld.
Graduatesembraceamulticulturalglobalenvironment,andremainappreciativeof,andsophisticatedaboutculturesotherthantheirownthroughouttheirlives.
Graduatesbecomeactivelyinvolvedineducationalinstitutions,NGO’s,community‐basedorganizationsorlocalgroupstopromotecross‐culturalunderstandingamongpeopleintheircommunitiesandacrossnations.
Possiblemeasurementmethods:
a. Embeddedassignments:researchpapers,reflectionpapers,journals.b. Numberofstudentswhoobtainadvanceddegrees,teachingpositionsorjobsthatserve
amultilingualormulticulturalpopulationintheUSorabroad.Numberofstudentswhoremaininvolvedinserviceorresearchincommunity‐basedorganizationsorlocalgroupspromotingcross‐culturalunderstandingamongpeoplewithintheUSorabroad.NumberofrecipientsofInternationalgrantsorinternshipsaftergraduation.
c. Onlinesurveysorquestionnaires*
*Onlinesurveysorquestionnaireswouldbedesignedwithourexitingstudentsandouralumniinmind,todeterminethelevelofattainmentofeachgoalwithinthemajor.
Whowillconducttheassessment?TwofacultymembersfromtheAdvisorycommitteeinCMPL(onarotatingbasis)willreviewthesurveysorquestionnairesannuallyandwillthenwriteasummaryoftheresultsforthoseintheprogram,aswellastherevisionsthatshouldbemade.
40
Howwilldatabeusedtoimprovetheprogramorrevisecurricula?Surveysorquestionnairesarethepreferredassessmenttoolswhenreviewingnewcurricula.TimeFrame
June30,2008 All Department/Program representatives will have completed initial 4‐hourworkshop.
August22,2008AllDepartment/Programrepresentativeswillhaveedited/developedprogramgoalsand learning outcomes, completed a curriculum map, appropriate rubrics, andwrittenacompleteassessmentplan.
September15,2008
AllDepartment/Programrepresentativeswillhavecompletedsecondworkshop.
September30,2008
All faculty in each Department/Program will have discussed the assessment plan,determineassessmentmethodsandimplementthefirstyearoftheplan.
May15,2009
AllDepartments/Programswillhaveassessed1/3oftheirprogramoutcomes,madeadeterminationastowhetherthelearningoutcomeshavebeenattained,metasadepartment to discuss the assessment results, andwill have developed a plan forimprovementinordertomeetbenchmarkstandardsifnecessary.
May15,2010All Departments/Programs will have assessed the second 1/3 of their programoutcomes, made a determination as to the attainment of the outcomes anddevelopedaplanforimprovementformeetingthedesiredlevels.
May15,2011All Departments/Programs will have assessed the final 1/3 of their programoutcomes,madeadeterminationastotheattainmentoftheoutcomesanddevelopaplanforimprovementformeetingthedesiredlevel.Reportonprogress
41
!"#$% &'()%
*+,$-.$/(01"/2".345('".$%
!"#$%&'(&)$!*"%"+',-&.'+-%"+/%-&"(0&)/.+/%-&1)!*.2
."(3/"3-&-!*4"5'5&166&/('+52
%-7/'%-!-(+5&)4-)8.'5+
6789(641$(:$;231$/(6421<$<%(=3.>$<("5/(!2#?$1< @"3A$1BC2?<.3.2.345C$#$<.$1 D53.<&5.14/2-.345(.4(64#,"1".3A$(C.2/3$<(E(641$(6FG(6'(HI(253.<J
!"#$%&''%()*+,%*,%!,-./%0*123456%!17*1+45%3)%!,)8739*
!"#$%&''%()*+,%*,%!,-./%0*123456%$3*4+:*1+45%,8%*;4%<,2=
FYS CMPL 195: The Beauty of the Beast
FYS CMPL 195: Literatures of the Child: Trauma and Healing
>?@0%!"#$%ABC%:D:37:E74%*,%83+5*F=4:+%5*124)*5%,)7=G
6789(KLL(613.3-">(M5">N<3<(HI(253.<J
O31<.(O41$3P5(9"5P2"P$(HQ(253.<J
?,+43H)%$:)H1:H4%I*;%04-45*4+%>?JK%&'&L%0#M%&'&L///G
?,+43H)%$:)H1:H4%C*;%04-45*4+%>N''F74D47%3)%*:+H4*%7:)H1:H4G%
C&R(9M!0DM0*G(9&=S(M!'(6D9=S(*9*6=&T*C(HKI(D53.<J
Elective 1:
Elective 2:
Elective 3:
Elective 4:
Elective 5:
Elective 6:
6789(IUU(6M8C=V!*(C*7&!M:%(!"#$%$&'#()$&%$"*+ (HI(253.<J(
Total Units for the Major = 44 +9:;<&/=>:?@
6V77*!=C%(
),-.(/0!1(234(567(87'9%:(";(%67(87'+%(<";;7=7>($*(;'##(%"(?$=+%@:7'=(+%9>7*%+("*#:A(
),-.(/0!1(234(1$%7='%9=7(";(%67(/6$#>.(5='9B'('*>(C7'#$*D(<";;7=7>($*(+E=$*D(%"(?$=+%@:7'=(-%9>7*%+("*#:A(
/0!1(FGG(H*%=">9&%$"*(%"(/"BE'='%$I7(-%9>$7+.(/9#%9=7+($*(/"*?#$&%(<";;7=7>(7I7=:(+7B7+%7=(%"('##(0'J"=+A(
(
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(
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+7B7+%7=O(/"*+9#%(P$%6(0/1(Q7E'=%B7*%N('*>(H*%7=>$+&$E#$*'=:(!="D='B+O((
(
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S9$>7#$*7+(;"=(/'E+%"*7(-7B$*'=('*>(-7*$"=(567+$+('=7('I'$#'T#7(;"=(&"*+9#%'%$"*("*(%67(/0!1(P7TE'D7O((
(
!-%9>7*%+(P$##(+7#7&%(%67$=(1'*D9'D7N(1$%7='%9=7('*>(/9#%9=7(M#7&%$I7+($*(%67(?$=+%('*>(+7&"*>(;"=7$D*(#'*D9'D7(";(
%67$=(&6"$&7O(U(B$*$B9B(";(%P"(7#7&%$I7+(B9+%(T7(%'V7*('%(%67(LGG@#7I7#($*(%67(+%9>7*%W+(+7&"*>(;"=7$D*(#'*D9'D7N('*>(
$*	>7('(+%="*D(#$*D9$+%$&N(#$%7='%9=7('*>(&9#%9=7(&"BE"*7*%O(87;"=7(7*="##$*D($*(7#7&%$I7+N(+%9>7*%+(B9+%(E7%$%$"*(;"=(
%67+7(&"9=+7+N('*>(>7B"*+%='%7(6"P(%67:(&"*%=$T9%7(%"(%67$=('=7'(";(&"*&7*%='%$"*('*>X"=(%67$=(=7+7'=&6(%"E$&(;"=(
%67$=(+7*$"=(%67+$+O(Y"%7(%6'%("*#:(%P"(9EE7=@>$I$+$"*(;"=7$D*(#'*D9'D7(7#7&%$I7+(&'*(T7('EE#$7>(%"(%67(/0!1(B'J"=($*(
'>>$%$"*(%"('()"=7$D*(#'*D9'D7(B$*"=("=(B'J"=O(((
(
!!7%$%$"*(;"=B+(;"=(M#7&%$I7+('=7('I'$#'T#7("*(%67(/0!1(P7TE'D7("=(QE%O(0">7=*(1'*D9'D7+(<ZULF[AO((
!
42
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*+,$-.$/(01"/2".345('".$%
!"#$%&'(&)$!*"%"+',-&.'+-%"+/%-&"(0&)/.+/%-&1)!*.2
.'+-%"+/%-&-!*3"4'4&155&/('+42
%-6/'%-!-(+4&)3-)7.'4+
6789(641$(:$;231$/(6421<$<%(=3.>$<("5/(!2#?$1< @"3A$1BC2?<.3.2.345C$#$<.$1 D53.<&5.14/2-.345(.4(64#,"1".3A$(C.2/3$<(E(641$(6FG(6'(HI(253.<J
!"#$%&''%()*+,%*,%!,-./%0*123456%!17*1+45%3)%!,)8739*
!"#$%&''%()*+,%*,%!,-./%0*123456%$3*4+:*1+45%,8%*;4%<,2=
FYS CMPL 195: The Beauty of the Beast
FYS CMPL 195: Literatures of the Child: Trauma and Healing
>?@0%!"#$%ABC%:D:37:E74%*,%83+5*F=4:+%5*124)*5%,)7=G
6789(KLL(613.3-">(M5">N<3<(HI(253.<J
O41$3P5(9"5P2"P$(HQ(253.<J
?,+43H)%$:)H1:H4%I*;%04-45*4+%>?JK%&'&L%0#M%&'&L///G
?,+43H)%$:)H1:H4%C*;%04-45*4+%>N''F74D47%3)%*:+H4*%7:)H1:H4G%
C&R(STTE9*U*9(*9*6=&U*C(&!(9&=V(W(6D9=V(HKI(D53.<J
Elective 1:
Elective 2:
Elective 3:
Elective 4:
Elective 5:
Elective 6:
6789(ITT(6M8C=X!*(C*7&!M:%(!"#$%$&'#()$&%$"*+ (HI(253.<J(
Total Units for the Major = 44 +89:;&/<=9>?
6X77*!=C%(
),-.(/0!1(234(567(87'9%:(";(%67(87'+%(<";;7=7>($*(;'##(%"(?$=+%@:7'=(+%9>7*%+("*#:A(
),-.(/0!1(234(1$%7='%9=7(";(%67(/6$#>.(5='9B'('*>(C7'#$*D(<";;7=7>($*(+E=$*D(%"(?$=+%@:7'=(-%9>7*%+("*#:A(
/0!1(FGG(H*%=">9&%$"*(%"(/"BE'='%$I7(-%9>$7+.(/9#%9=7+($*(/"*?#$&%(<";;7=7>(7I7=:(+7B7+%7=(%"('##(0'J"=+A(
(
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(
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(
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R9$>7#$*7+(;"=(/'E+%"*7(-7B$*'=('*>(-7*$"=(567+$+('=7('I'$#'S#7(;"=(&"*+9#%'%$"*("*(%67(/0!1(O7SE'D7N((
(
!-%9>7*%+(O$##(+7#7&%(%67$=(7#7&%$I7(&"9=+7+('%(%67(LGG@#7I7#("=('S"I7(;="B(%67(";;7=$*D+(";(I'=$"9+(>7E'=%B7*%+('*>(
$*%7=>$+&$E#$*'=:(E="D='B+N(M#7&%$I7+(B9+%(6'I7('(+%="*D(7BE6'+$+($*("*7("=(B"=7(#$%7='%9=7+('*>(&9#%9=7+(";(%67(
O"=#>T('*>(B9+%(S7(=7#7I'*%(%"(%67(+%9>7*%U+('=7'(";(&"*&7*%='%$"*(;"=(&"BE'='%$I7(+%9>$7+N((
87;"=7(7*="##$*D($*(7#7&%$I7+T(+%9>7*%+(B9+%(E7%$%$"*(;"=(%67+7(&"9=+7+T('*>(>7B"*+%='%7(6"O(%67:(&"*%=$S9%7(%"(%67$=(
'=7'(";(&"*&7*%='%$"*('*>V"=(%67$=(=7+7'=&6(%"E$&(;"=(%67$=(+7*$"=(%67+$+N(!#7'+7(*"%7(%6'%("*#:(%O"(7#7&%$I7+(&'*(&"9*%(
%"O'=>(%67(/0!1(B'J"=($*('>>$%$"*(%"('*"%67=(B'J"=("=(B$*"=N((
(
!!7%$%$"*(;"=B+(;"=(M#7&%$I7+('=7('I'$#'S#7("*(%67(/0!1(O7SE'D7("=(PE%N(0">7=*(1'*D9'D7+(<WXLFYAN((
!
43
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*+,$-.$/(01"/2".345('".$%
!"#$%&'(&)$!*"%"+',-&.'+-%"+/%-&"(0&)/.+/%-&1)!*.2
)/.+/%-&-!*3"4'4&155&/('+42
%-6/'%-!-(+4&)3-)7.'4+
6789(641$(:$;231$/(6421<$<%(=3.>$<("5/(!2#?$1< @"3A$1BC2?<.3.2.345C$#$<.$1 D53.<&5.14/2-.345(.4(64#,"1".3A$(C.2/3$<(E(641$(6FG(6'(HI(253.<J
!"#$%&''%()*+,%*,%!,-./%0*123456%!17*1+45%3)%!,)8739*
!"#$%&''%()*+,%*,%!,-./%0*123456%$3*4+:*1+45%,8%*;4%<,2=
FYS CMPL 195: The Beauty of the Beast
FYS CMPL 195: Literatures of the Child: Trauma and Healing
>?@0%!"#$%ABC%:D:37:E74%*,%83+5*F=4:+%5*124)*5%,)7=G
6789(KLL(613.3-">(M5">N<3<(HI(253.<J
O41$3P5(9"5P2"P$(HQ(253.<J
?,+43H)%$:)H1:H4%I*;%04-45*4+%>?JK%&'&L%0#M%&'&L///G
?,+43H)%$:)H1:H4%C*;%04-45*4+%>N''F74D47%3)%*:+H4*%7:)H1:H4G%
C&R(STTE9*U*9(*9*6=&U*C(&!(9&=V(W(6D9=V(HKI(D53.<J
Elective 1:
Elective 2:
Elective 3:
Elective 4:
Elective 5:
Elective 6:
6789(ITT(6M8C=X!*(C*7&!M:%(!"#$%$&'#()$&%$"*+ (HI(253.<J(
Total Units for the Major = 44 +89:;&/<=9>?
6X77*!=C%(
),-.(/0!1(234(567(87'9%:(";(%67(87'+%(<";;7=7>($*(;'##(%"(?$=+%@:7'=(+%9>7*%+("*#:A(
),-.(/0!1(234(1$%7='%9=7(";(%67(/6$#>.(5='9B'('*>(C7'#$*D(<";;7=7>($*(+E=$*D(%"(?$=+%@:7'=(-%9>7*%+("*#:A(
/0!1(FGG(H*%=">9&%$"*(%"(/"BE'='%$I7(-%9>$7+.(/9#%9=7+($*(/"*?#$&%(<";;7=7>(7I7=:(+7B7+%7=(%"('##(0'J"=+A(
(
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(
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P7E'=%B7*%+("=(H*%7=>$+&$E#$*'=:(!="D='B+N((
(
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R9$>7#$*7+(;"=(/'E+%"*7(-7B$*'=('*>(-7*$"=(567+$+('=7('I'$#'S#7(;"=(&"*+9#%'%$"*("*(%67(/0!1(O7SE'D7N((
(
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$*%7=>$+&$E#$*'=:(E="D='B+N(M#7&%$I7+(B9+%(6'I7('(+%="*D(7BE6'+$+($*("*7("=(B"=7(#$%7='%9=7+('*>(&9#%9=7+(";(%67(
O"=#>T('*>(B9+%(S7(=7#7I'*%(%"(%67(+%9>7*%U+('=7'(";(&"*&7*%='%$"*(;"=(&"BE'='%$I7(+%9>$7+N((
87;"=7(7*="##$*D($*(7#7&%$I7+T(+%9>7*%+(B9+%(E7%$%$"*(;"=(%67+7(&"9=+7+T('*>(>7B"*+%='%7(6"O(%67:(&"*%=$S9%7(%"(%67$=(
'=7'(";(&"*&7*%='%$"*('*>V"=(%67$=(=7+7'=&6(%"E$&(;"=(%67$=(+7*$"=(%67+$+N(!#7'+7(*"%7(%6'%("*#:(%O"(7#7&%$I7+(&'*(&"9*%(
%"O'=>(%67(/0!1(B'J"=($*('>>$%$"*(%"('*"%67=(B'J"=("=(B$*"=N((
(
!!7%$%$"*(;"=B+(;"=(M#7&%$I7+('=7('I'$#'S#7("*(%67(/0!1(O7SE'D7("=(PE%N(0">7=*(1'*D9'D7+(<WXLFYAN((
!
44
!"#$% &'()%
*+,$-.$/(01"/2".345('".$%
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%,2."%,!,#*3&'4,'5-"3*&
6789(641$(:$;231$/(6421<$<%(=3.>$<("5/(!2#?$1< @"3A$1BC2?<.3.2.345C$#$<.$1 D53.<&5.14/2-.345(.4(64#,"1".3A$(C.2/3$<(E(641$(6FG(6'(HI(253.<J
!"#$%&''%()*+,%*,%!,-./%0*123456%!17*1+45%3)%!,)8739*
!"#$%&''%()*+,%*,%!,-./%0*123456%$3*4+:*1+45%,8%*;4%<,2=
FYS CMPL 195: The Beauty of the Beast
FYS CMPL 195: Literatures of the Child: Trauma and Healing
>?@0%!"#$%ABC%:D:37:E74%*,%83+5*F=4:+%5*124)*5%,)7=G
6789(KLL(613.3-">(M5">N<3<(HI(253.<J
O41$3P5(9"5P2"P$(HQ(253.<J
?,+43H)%$:)H1:H4%I*;%04-45*4+%>?JK%&'&L%0#M%&'&L///G
?,+43H)%$:)H1:H4%C*;%04-45*4+%>N''F74D47%3)%*:+H4*%7:)H1:H4G%
R!*(STTE9*U*9(*9*6=&U*C(&!(9&=V(W(6D9=V(HI(D53.<J
Elective 1:
6789(ITT(6M8C=R!*(C*7&!M:%(!"#$%$&'#()$&%$"*+ (HI(253.<J(
Total Units for the Minor = 24 units *6789&.:;7<=
6R77*!=C%(
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),-.(/0!1(234(1$%7='%9=7(";(%67(/6$#>.(5='9B'('*>(C7'#$*D(<";;7=7>($*(+E=$*D(%"(?$=+%@:7'=(-%9>7*%+("*#:A(
/0!1(FGG(H*%=">9&%$"*(%"(/"BE'='%$I7(-%9>$7+.(/9#%9=7+($*(/"*?#$&%(<";;7=7>(7I7=:(+7B7+%7=(%"('##(0'J"=+A(
(
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(
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P7E'=%B7*%+("=(H*%7=>$+&$E#$*'=:(!="D='B+N((
(
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R9$>7#$*7+(;"=(/'E+%"*7(-7B$*'=('=7('I'$#'S#7(;"=(&"*+9#%'%$"*("*(%67(/0!1(O7SE'D7N((
(
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$*%7=>$+&$E#$*'=:(E="D='B+N(567(7#7&%$I7(B9+%(6'I7('(+%="*D(7BE6'+$+($*("*7("=(B"=7(#$%7='%9=7+('*>(&9#%9=7+(";(%67(
O"=#>T('*>(B9+%(S7(=7#7I'*%(%"(%67(+%9>7*%U+('=7'(";(&"*&7*%='%$"*(;"=(&"BE'='%$I7(+%9>$7+N((
87;"=7(&6""+$*D(%67$=(7#7&%$I7T(+%9>7*%+(B9+%(E7%$%$"*(;"=(%6$+(&"9=+7T('*>(>7B"*+%='%7(6"O($%(&"*%=$S9%7+(%"(%67$=(
'=7'(";(&"*&7*%='%$"*('*>V"=(%67(%"E$&(;"=(%67$=(B'J"=(E'E7=N((
(
!(!7%$%$"*(;"=B+(;"=(7#7&%$I7+('=7('I'$#'S#7("*(%67(/0!1(O7SE'D7("=(P7E%N(0">7=*(W(/#'++$&'#(1'*D9'D7+(<XYLFZAN((!