CURR505: Teaching, Democracy, and Schooling

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

CURR509: Sociocultural Perspectives on Teaching and Learning

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR514: Inservice Supervised Graduate Student Teaching

Open only to post-baccalaureate and graduate students; this course replaces supervised student teaching for those already employed in teaching situations without standard certification. Joint supervision by the school district and University personnel. Student must obtain permission of department chairperson and the school district. Certain qualifications required. 4 - 8 sh.

Prerequisites: Departmental approval.

CURR516: Meeting the Needs of English Language Learners

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. May be repeated once for a maximum of 2.0 credits. Cross listed with EDFD 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR517: Inclusive Classrooms in Middle and Secondary Schools

This course presents the central issues in the inclusion of students with disabilities in U.S. middle and secondary schools. It focuses on best practices for providing access to the general education curriculum for students with disabilities in inclusive settings. In addition, students explore the legal, professional, and contextual influences on the implementation of inclusion. May be repeated once for a maximum of 2.0 credits. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

CURR518: Technology Integration in the Classroom

This course is designed to introduce pre-service teachers to the integration of educational technology to facilitate teaching and learning. Students explore the history of educational technology with a focus on the pedagogical and practical implementation of educational technologies, youth technology culture, and emerging technologies. May be repeated once for a maximum of 2.0 credits. 1 sh.

CURR519: Assessment for Authentic Learning

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Teacher candidates analyze assessment policies and practices, their own as well as local and national, to consider assessment practice from the point of view of learners and how they experience learning opportunities. In addition, teacher candidates relate these aspects of assessment policy and practice to an evaluation of their own notions about assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR526: Teaching for Learning I

This course focuses on developing classroom practices necessary for student teaching and the beginning of a professional career in teaching, building from the knowledge and skills discussed in previous courses in the professional sequence. In conjunction with CURR 527-Fieldwork, students have the opportunity to begin to put into practice their conceptions of reflective teaching, learning, and assessment in public school classrooms. Specifically, students investigate democratic classrooms, and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 509 or EDFD 509; CURR 516 or EDFD 516; CURR 517; CURR 518; READ 501.

CURR527: Fieldwork

Students will spend 120 hours, or approximately two days per week, in a selected public school. Activities include, but are not imited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. Starting Spring 2010: Students will spend 60 hours, or approximately one day per week, in a selected public school. Activities include, but are not limited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and EDFD 519 or CURR 519; and READ 501.

CURR529: Student Teaching

Full time student teaching in the public schools of New Jersey is required of all students who complete the regular program of certification requirements. May be repeated once for a maximum of 12.0 credits. 6 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 519 or EDFD 519; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

CURR543: Teaching for Learning II

This course focuses on putting into practice all of the knowledge and skills pre-service teachers have developed throughout their professional sequence and in their student teaching experience. A primary focus is on creating democratic classrooms for their students through developmentally and culturally appropriate planning, instruction, and assessment. This is the second course in a two-semester sequence, students will also learn about the impact of school and classroom culture and climate on student learning, and on relationships between students and teachers and teachers and other professionals in the school. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

EDFD505: Teaching, Democracy, and Schooling

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with CURR 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

EDFD509: Sociocultural Perspectives of Teaching

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and admission to Teacher Education program.

EDFD516: Meeting the Needs of English Language Learners

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. May be repeated once for a maximum of 2.0 credits. Cross listed with CURR 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

EDFD519: Assessment for Authentic Learning

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Teacher candidates explore theory and the practice of learning and assessment with and empahsis on classroom evaluation and assessment procedures consistent with the New Jersey Core Curriculum Content Standards (NJCCCS). Teacher candidates analyze assessment policies and practices, their own as well as local and national, to consider assessment practice from the point of view of learners and how they experience learning opportunities. In addition, teacher candidates relate these aspects of assessment policy and practice to an evaluation of their own notions about assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

ELRS503: Methods of Research

Theory and methods of historical, descriptive, and experimental research; formulation of a research problem; use of bibliographical sources and reference materials; statistics and measurement in research; types and instruments of research; data collection, and analysis. Writing the research report and career opportunities in research. 3 sh.

ELRS580: Learning Theories

Study of the learning process and its measurement as it applies in the classroom and non-school settings. 3 sh.

PSYC560: Advanced Educational Psychology

A comprehensive treatment of the cognitive and affective characteristics of the learner and the processes of learning and teaching provide the framework for this course. Behavioral, cognitive and information-processing theory are presented and their applicability to instructional strategies and classroom dynamics is discussed. Other areas included are the origins of individual differences including heredity and environment, early childhood education, cultural differences, student motivation, classroom management, measurement and evaluation, exceptional children and other topics. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School

Studies the improvement of nonclinical reading difficulties in the content subjects. For the subject area teacher and the beginning reading specialist. Secondary school reading needs and specific suggestions for guiding the slow, average, and gifted student in a classroom situation. 3 sh.

SPAN241: Fundamentals of Spanish Grammar

This course is designed to improve students' knowledge of the basics of Spanish grammar and their ability to apply this knowledge in oral and written exercises. It centers on the various lexical categories and on their syntactic functions in phrases and simple sentences. Attention is given to the linguistic and communicative needs of both native and non-native speakers of Spanish. Taught in Spanish. 3 sh.

Prerequisites: SPAN 104 or equivalent.

SPAN242: Spanish Composition and Stylistics

This course is designed to strengthen students' written Spanish in a variety of contexts: short naratives, descriptions, argumentative essays, and literary analysis. Attention is given to style, register, vocabulary enrichment, and referencing. The course emphasizes writing as a process and the critical thinking and research skills needed to fully develop, articulate, and support one's ideas. Meets the University Writing requirement for SPAN, SPEL, SPTE and SPTR majors. Taught in Spanish. 3 sh.

Prerequisites: SPAN 241.

SPAN343: Introduction to Spanish Phonetics

The aim of this course is to examine the phonemic and phonetic systems of the Spanish language within the context of current linguistic theories. The course helps students and future teachers of the language improve their pronunciation in Spanish. It also helps them learn classroom techniques to foster the acquisition of proper pronunciation patterns. Special attention is given to phonetic dialectal differences in the Spanish-Proficiency Interview. Taught in Spanish. 3 sh.

Prerequisites: SPAN 241.

SPAN361: Voices of the Past and Present: Spain

This course analyzes themes, topics and problems that are recurrent but also in the process of change in significant works of Spanish literature throughout the centuries. Readings will include canonical authors as well as lesser known writers. The focus of this course as well as the readings varies according to the instructor. Meets the 1983 General Education Requirement (GER) - Foreign Language. Taught in Spanish. 3 sh.

Prerequisites: SPAN 241.

SPAN363: Voices of the Past and Present: Latin America

This course analyzes themes, topics and problems that are recurrent, but also in the process of change, in significant works of Latin American literature throughout the centuries. Readings will include canonical authors as well as lesser known writers. The focus of this course, as well as the readings, varies according to the instructor. Meets the 1983 General Education Requirement (GER) - Foreign Langauge. Taught in Spanish. 3 sh.

Prerequisites: SPAN 241.

SPAN374: Cultural Studies: Spain

This course provides an overview of the interaction between sociohistoric contexts and cultural expressions in Spain, taking into account the phenomenal culture development of Spain at the beginning of the 21st century and its surprising rupture from recurrent patterns of the past. Through the vehicles of literature, film, theater, art, and manifestations of pop culture, the course examines the tension between official and unofficial discourses of representation, manifestations of high and low culture, the negotiation of identity in Spain's various regions, and the restructuring of Spanish "nationhood." Contemporary phenomena will be analyzed in a retrospective fashion providing insights into earlier periods of Spanish cultural hisotry. Meets the 1983 General Education Requirement (GER) - Foreign Language. Taught in Spanish. 3 sh.

Prerequisites: SPAN 241.

SPAN376: Cultural Studies: Latin America and the Caribbean

This course analyzes selected literary texts, films, and music from Latin America and the Caribbean that grapple such events and issues as the icons of culture; culture as commodity; culture as a site of resistance; and everyday cultural practices. Discussion will focus on theories about the nation, the role of national icons in the formation of cultural identity, cultural practices such as football, the bolero and Latin American telenovelas or soap operas, and the role of television and film. Students will be exposed to the cultural complexities of Latin America and the Caribbean and the relationship between "high" and "low" culture; oral culture and written culture; rural culture and urban culture; and the problems facing Latin America and the Caribbean today. Meets the 1983 General Education Requirement (GER) - Foreign Langauge. Meets the World Languages and Cultures Requirement - World Cultures. 3 sh.

Prerequisites: SPAN 241 or SPAN 242.

SPAN410: Advanced Spanish Grammar

This course reviews and refines students' understanding of the most important structural features of Spanish. It gives special attention to the formation and analysis of complex syntactical structures, the interplay between Spanish morphology and syntax, and to areas that present the greatest level of difficulty for English speakers. Taught in Spanish. 3 sh.

Prerequisites: SPAN 348.

SPAN418: Teaching Spanish in K-12

This course provides students with the theoretical and practical underpinnings of a communicative, standards-based approach to teaching Spanish as a world language in elementary and secondary schools. Students will become familiar with current theories of second language acquisition and explore their practical application to the Spanish language classroom. They will learn a variety of teaching methods and develop lesson plans that incorporate state and national standards. Required for all students in the Teacher Education Program. Taught in Spanish. 3 sh.

Prerequisites: SPAN 241 and SPAN 242.

SPAN501: Advanced Studies in the Spanish Language

This course provides students with the opportunity to explore various linguistic-oriented topics and theories in order to expand their knowledge of the structure, usage and variation of the Spanish language both in the Spanish-speaking world and in the United States. The study of these topics will be done in connection with the analysis of various literary texts. Topics to be explored will change with each offering of this course. 3 sh.

SPAN504: Introduction to Literary Theory

This course gives students a comprehensive view of different critical and theoretical approaches to literary studies, among them Russian Formalism, Structuralism, Feminist Theory, Postmodern and Postcolonial Studies, and gender and queer theory. Major articles of such theorists as Jacobson, Genette, Levi-Strauss, Barthes, Moi, Kristeva, Derrida, Foucault, Lyotard, Sidonie Smith, Benedict Anderson, Said, and Butler will be applied to specific literary texts from Latin America and Spain. 3 sh.

SPAN505: History of Spanish Language

The aim of this course is to examine the evolution of the Spanish language from its origins to the present. It focuses on the phono-phonetic, morphological, syntactical, and semantic changes that characterized the evolution from Latin to modern Spanish from a political, sociological, and historical point of view. Topics include a structural and textual analysis of ancient documents and literary pieces. 3 sh.

SPAN506: Spanish Dialectology of the Americas

This course acquaints the student with the various dialects of Spanish found in America. The student learns to recognize, characterize and describe accurately the various dialects discussed. 3 sh.

SPAN516: Medieval Spanish Literature to the Fifteenth Century

This course examines main philosphical concerns of the Middle Ages and the connections and dialogue that exist between works of this period and the contemporary world. Through close analyses of representative works, the course explores the roles played by identity, representation, and desire in the construction and reconstruction of the aesthetic of the self as well as the representation of the human in relation with the divine. 3 sh.

SPAN522: Theatre of the Golden Age

Focusing on the Baroque chiaroscuro as a metaphor for the scission of the 17th century Spanish subjectivity, this course draws from Lacanian theory to articulate and analytical framework that allows a postmodern reading of comedias by both leading and peripheral playwrights. Recurring topoi, such as gender confusion, honor, uxoricide, rape, order and chaos, are contextualized and deconstructed in light of psychoanalysis and performativity. 3 sh.

SPAN523: Prose and Poetry of the Golden Age

This course examines the works of major authors of the Spanish Golden-Age and concentrates on the subtextual dialogues established by these authors in reaction both against their time and space and themselves. Readings include canonical prose and poetry of the period as well as peripheral writings. Literary texts of the period are analyzed in the context of different currents in literary theory and genre studies. 3 sh.

SPAN524: Cervantes

This course takes a closer look at the fragmented discourses intertwined in the texts of Cervantes. By drawing from different critiques and theories about Cervantes, among them those dealing with paradox, madness and sanity, nationhood and the satire of a monolithic Spanish identity, and the function of dialogue and intertextuality, this course delves into the many layers of Cervantes's writings. It also examines the narrative complexity of Cervantes's masterpiece and the ways in which Don Quijote anticipates many aspects of postmodern fiction. 3 sh.

SPAN525: Enlightenment and Romanticism

This course exposes students to two of the literary manifestations of 18th and 19th century Spain. It explores the concept of the "Enlightenment" in the painting of Goya and the writings of Feijoo and Cadalso as well as the socioeconomic context of this period. It also examines European Romanticism in art and literature; selected Spanish Romantic poetry, drama, and essays, including the writings of Larra, Becquer, Rosalia de Castro, Duque de Rivas, and Zorrilla are analyzed in light of literary theories of the 18th and 19th centuries. 3 sh.

SPAN526: Spanish Novel of teh 19th Century

The focus of this course is the study of the so-called "novela realista" or the Spanish novel of the 19th century. It explores cultural, literary and socioeconomic influences on the novel as well as the theory and the practice of this genre in the 19th century. Texts of 19th century Spanish authors are accompanied by selected theoretical readings on the novel written by twentieth-century critics Miguel de Unamuno, Jose Ortega y Gasset, M. Bakhtin, Doritt Cohn, and Gerard Genette, among others. 3 sh.

SPAN527: The Generation of 98

This course examines major works of the generation of writers whose intellectual development coincides with the defeat of Spain in the Spanish-American War of 1898. Attitudes toward national identity, literature, culture, politics, gender, and philosophy will be explored as well as the concept of literary generations and their inclusions and exclusions. Readings will include selections from canonical writers - Unamuno, A. Machado, Valle-Inclan, Azorin, and Baroja - as well as texts from women writers - Caterina Albert and Carmen Burgos, among others - historically excluded from this generation. 3 sh.

SPAN528: Spanish Fiction and Film

This course analyzes works of Spanish literature from the late 19th century to the present and films that are either based on specific texts or reflect their major themes. It discusses film and fiction as distinct modes of artistic expression and the process by which complex narrative strategies are rendered into visual images and cinematographic techniques. A variety of film genres, novelistic techniques, idological concerns, and gender roles are studied in the works of writers like Galdos, Tusquets, Rodoreda, Riera, and Munoz Molina and film directors, Bunuel, Bollain, Almodovar, Betriu and Miro, among others. 3 sh.

SPAN530: Spanish Cultural History

A study of the formation and the nature of Spanish civilization through an investigation of the political, social and cultural trends and influences on the Iberian Peninsula from prehistoric times to the present. 3 sh.

SPAN533: Contemporary Spanish Theater

This course examines selected works of Spanish theater from the beginning of the 20th century to the present. It explores the relationship between ideology and dramatic technique during the Franco regime and the Post Civil War and Post Franco periods, and the Spanish theater's appropriation and adaptation of theories of Artaud, Brecht, and the theater of the absurd, among others. The theater as a vehicle for social and political critique, subversion of gender norms, exploration of the complexities of identity formation, and challenge to historical values will be explored through selections of Valle-Inclan, Lorca, Arrabal, Buero Vallejo, Diosdado, Pedrero, and Romero, among others. 3 sh.

SPAN534: Contemporary Spanish Novel

This course examines the evolution of the Spanish novel from the 20th century to the present and the relationship between the evolution of narrative techniques and strategies and changes in Spanish social and political structure. Theories of the novel offered by diverse European and American critics will be combined with the study of various novel forms from social realist to psychological realist and the postmodern and their respective debt to Cervantes's masterpiece, Don Quijote. The role of the novel in circumventing censorship, challenging official norms and myths, and dismantling traditional literary and political authority will be examined in the works of Cela, Delibes, Martin Santos, Falcon, Martin Gaite, Diaz-Mas, and Juan Goytisolo, among others. 3 sh.

SPAN535: Contemporary Spanish Poetry

This course examines Spanish poetry from the beginning of the 20th century (Juan Ramon Jimenez, A. Machado) to the poetic expressions that emerged after Spanish Civil War (Miguel Hernandez and Gloria Fuertes, among others). Different trends, topics, influences and movements will be examined, among them Symbolist and post Romantic poetry at the beginning of the 20th century; European Ultraism and Futurism; Surrealist poetry; painting and cinema in Spain; the notion of "Avant-Garde"; art as a game; humor and irony in poetry; homoerotic expressions of love in the poetry of Federico Garcia Lorca and Luis Cernuda; and social poetry and the poetics of protest. Students will be exposed to classical notions of Rhetoric as part of the process of analysis of poetry. 3 sh.

SPAN540: Colonial Spanish American Literature

This course examines Colonial Latin American texts such as Hernan Cortes's Cartas de relacion, Cristobal Colon's Cartas del descubrimiento, Sor Juan Ines del la Cruz's writings, Dabeza de Vaca's Naufragio and Bartolome de las Casas's Brevisima relacion del la destruccion de las Indias, among others, in light of postmodern and post colonial interpretations. Semiotic and anthropological readings are also applied to the course selections. 3 sh.

SPAN541: Latin American Literature of the 19th Century

This course provides an in-depth study of the aesthetics of Romanticism in Europe and its subsequent adaptation by Latin American writers. Special emphisis is given to Argentine Romantic writers of the period. Texts will be analyzed in the context of Romantic aesthetics and political, historical and social change in the Latin American continent. Realistic and Naturalist aesthetics will also be discussed as will such aspects of economic and social change as the growth of the city, the influx of immigrants, social exploitation, and racial strife. 3 sh.

SPAN542: Contemporary Latin American Novel

This course is divided into three main components. The first one studies in depth the novels of the Mexican Revolution from Azuela to Carlos Fuentes. A sociological approach will be applied to the novels of this period and students will trace the changes that the novel of the Revolution reveals as it moves from one generation to another. The second component examines the novels of the land and of social reform from J.E. Rivera to the indigenous novel. Attention will be given to the Andean novel and the reappearance and adaptation of neo-realistic aesthetics. The third component deals with novels of the city, mainly in the southern tip of the continent. Argentine and Uruguayan novels will be studied carefully to reveal such aspects as the growth of the city, the relationship with European novels, the need for a new language, and the birth of the psychological novel. 3 sh.

SPAN543: Contemporary Latin American Theater

Designed to offer a critical introduction to contemporary dramatic writings in Latin America. Students examine a corpus of works by playwrights from a variety of Latin American nations, movements, and decades, up to the present. Taking as point of departure The Tempest, William Shakespeare's drama of conquest and resistance, students will examine themes of social justice, identity, the power of language and the role of art in theater's trajectory over the course of the twentieth century and into the present century. Major playwrights such as Rodolfo Usigli, Griselda Gambaro, and Luis Rafael Sanchez are studied within the framework of contemporary theories of performance and reception in Latin America. 3 sh.

SPAN546: Modernismo in Latin America

This course provides an in-depth study of the aesthetics of French Parnassian and Symbolist poetics and how these in turn lead directly to the Modernist aesthetics in Latin America. Special consideration is given to Decadentism and its rejection of the social and economic values represented by the European bourgeoisie. Works by Marti, Najera, Casals, Silva, Dario, and Lugones wil be approached stylistically and thematically for the purpose of identifying the radical changes in the literary text from the perspectives of language, versification, forms, themes, and the unique poetics of each member of this movement. Special attention will be given to the works of Ruben Dario in tracing the development of Modernist poetics from the pre-Modernist period through the post-Modernist period. 3 sh.

SPAN548: Contemporary Spanish American Novel

A critical examination of representative examples of the Spanish American novel from the "boom" to the "post-boom". 3 sh.

SPAN549: Contemporary Spanish American Short Story

The contemporary short story from the end of the "Modernista" period to the present time. Critical evaluation and analysis of representative works. 3 sh.

SPAN551: Contemporary Latin American Poetry

This course offers an overview of significant trends in Latin American poetry from the Avant-Garde to the Postmodern, with particular attention given to the most contemporary expressions of Latin American poetry. The course will focus on authors such as Borges, Lange, Ocampo, Huidobro, Neruda, Vallejo, Lezama Lima, Pizarnik, German Belli, Gonzalo Rojas and Zurita. 3 sh.

SPAN560: Topics in Spanish, Latin American and Caribbean Literature

This course explores contemporary narrative fiction from the Spanish Antilles (Cuba, Puerto Rico and the Dominican Republic). It examines foundational themes of Caribbean letters such as the plantation structure, the maroons, the repercussions of the French Revolution and the Age of the Enlightenment in the works of Alejo Carpentier, Miguel Barnett, Reinaldo Arenas and others. The works of Emilio Diaz Varcarcel, Ana Lydia Vega and Julia Alvarez highlight the problematic relationship of island and diaspora in the context of neocolonialism and identity. May be repeated once for a total of 6.0 credits. 3 sh.

Prerequisites: Majors only.

SPAN562: Autobiographical Acts in Spain and in Latin America

This course examines autobiographical texts from Spain and Latin America in light of general theories of the genre. Autobiography will be studied in the broadest sense and will encompass the study of testimony, letters, diaries, and autobiographical poetry. Readings will include texts written by Julia de Burgos, Garcia Marquez, Jorge Guillen, Lorca, Rigoberta Menchu, Renee Mendez-Capote, and Pedro Salinas, among others. 3 sh.

SPAN570: Petrarch and Boccaccio: The Waning of the Middle Ages and the Foundations of the Humanistic Culture

The waning of the middle ages and the foundations of the humanistic culture. Medieval literary traditions, in particular of the genres of lyric poetry and short story. Petrarch and Boccaccio as founders of humanistic culture; their philosophical, devotional and scholarly writings. The Italian poetry of Petrarch, Canzoniere and Trionfi. Boccaccio's Decameron. 3 sh.

SPAN572: Literary and Philosophical Traditions in Dante's Divine Comedy

Discussion of specific themes of the Divine Comedy, such as Dante's conception of history, idea of physical world, theories on light and music, medieval tradition of classicism, prophetical and eschatological literature. Examination of these issues in light of thier historical tradition as well as in Dante's personal interpretation. 3 sh.

SPAN574: Machiavelli and Renaissance Thought

Italy in the age of the signorie. Machiavelli's and Cuicciardini's writings and their impact on European culture and thought. Interpretation and evaluation of their works. 3 sh.

SPCM101: Fundamentals of Speech: Communication Requirement

This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process. The course focuses on the basic elements of the communication process, listening, communicator and audience characteristics, basic research skills, and message composition and delivery. Students learn about the demands of public presentations in culturally and professionally diverse environments and develop presentation competence and flexibility. Meets Gen Ed 2002 - Communication, Communication. Meets the 1983 General Education Requirement (GER) - Communication, Speaking/Listening. 3 sh.