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Course Criteria
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3.00 Credits
Survey of selected periods and themes in Spanish American literature, covering texts from the pre-Hispanic, European exploration, and colonization of the Americas (1492-1826) periods in order to study a topic of interest in Spanish American literature and culture through reading and thinking critically about a wide variety of literary and cultural texts, including letters, chronicles, essays, poetry, and fiction. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Demonstrate a basic understanding of the evolution of Spanish American literature from its inception (1492) to 1880 (general years of independence from Spain). 2. Assess the literature read by writing critical essays in Spanish using correct grammar structures, spelling and punctuation in Spanish. 3. Demonstrate basic knowledge of the representative authors covered and their contributions to the Latin American literature canon. 4. Examine the inherent flaws, biases, and influences of historic literature from this era. Prerequisite: SPAN 3390. FA (even)
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3.00 Credits
Survey of selected periods and themes in Spanish American literature, covering texts from independence to the present in order to study a topic of interest in Spanish American literature and culture through reading and thinking critically about a wide variety of literary and cultural texts, including romantic allegories of the nation, modernism and postmodernism, avant-garde poetry, regionalism versus cosmopolitanism, indigenous and indigenist literature, magical realism and literature of the boom, Afro-Hispanic literature, and testimonial narrative. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Compare the aesthetic principles that guide the following literary movements: Modernism, Postmodernism, "Indigenist Movement", Magical Realism, Afro-Caribbean Barroque, and testimonial literature. 2. Hypothesize how the literary movements of this period, i.e., Modernism, Postmodernism, "Indigenist", Magical Realism, Afro-Caribbean, and testimonial literature, espoused a particular Latin American identity. 3. Critique the literary innovations Latin American authors made to Spanish literature after the 1880s. Prerequisite: SPAN 3390. SP (odd)
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3.00 Credits
Designed for students intending to teach foreign/modern languages in primary or secondary schools. Teaching methods course that includes a wide variety of approaches to and methods of teaching language, including alternative methods and traditional dichotomies such as explicit versus implicit language instruction, grammar versus communication, and foreign language versus mother tongue. Examines concepts of language awareness, language learning reflection, and learner autonomy as indicators of a shift in language teaching towards learner-centered approaches. Discusses the implications of concerns about standards, assessment, and continuing professional development. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Develop objectives for a foreign language course by submitting original language objectives individually. 2. Rank the different methods for teaching foreign languages by critiquing these methods in groups. 3. Propose a lesson plan by explaining each step in a lesson individually. 4. Combine different methods for teaching foreign languages by preparing a lesson. 5. Blend all the knowledge of activities for a L2 classroom by building a portfolio individually. Prerequisites: Instructor permission.
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1.00 - 3.00 Credits
Designed to meet the individual needs of advanced students in the Spanish Program who wish to pursue a specific focus of special interest not available in the existing scheduled offerings. Students work under close supervision by appropriate faculty in the design and successful completion of the course. Students are expected to meet with the faculty mentor each week and to provide the faculty member with progress reports and assignment development for feedback and grading purposes on an ongoing basis. Repeatable up to 6 credits subject to graduation restrictions. Offered by arrangement. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Investigate about the Spanish language and culture depending on their own interests or context. 2. Solve real life problems due to the use of Spanish as a second language. 3. Combine all their knowledge of the Spanish language and culture to survive in a Spanish speaking context. Prerequisites: Instructor permission.
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3.00 Credits
Fulfills Spanish capstone requirement. This course is designed to be a culminating experience in which the student will demonstrate skills and knowledge garnered from his/her experience within the Spanish program. The Spanish major will research, write and revise an extensive research paper under the supervision of a Spanish faculty member. The capstone topic selected will directly relate to the language, literature, culture, history and/or civilization of the Spanish-speaking peoples of the world. The student will present the results of his/her research in a public forum at the end of the semester. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Combine their linguistic, cultural and/or literary understanding to create a research paper. 2. Assess and critique different sources to show in-depth research. 3. Compose in the target language with correct usage of MLA style. 4. Communicate/create at the Advanced-Mid level in accordance to the ACTFL guidelines for writing. 5. Generate an oral presentation of their research findings in a public forum. Prerequisites: Senior status, Spanish major, and instructor permission. SP
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3.00 Credits
Required for all Special Education majors. This course will focus on federal and state laws related to special education in the K-12 system. Teacher candidates will learn how to apply their knowledge of the laws to legal and ethical teaching practices in educational settings. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Define the development and current trends in federal and state regulations for education and treatment of individuals with disabilities using the principles in IDEA Amendments, Americans with Disabilities Act, and Rehabilitation Act of 1973 (Section 504). 2. Identify the current practices in local, state, and federal litigations on behalf of individuals with disabilities. 3. Synthesize and integrate information and ideas into legal and ethical practices in special education situations. 4. Describe seminal litigation that influences special education today. FA, SP
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3.00 Credits
Required for all Special Education majors. The practicum experience is an integral part of the field-based Special Education program, and provides students the opportunity to apply concepts learned in coursework to real-life teaching in the classroom. Students will spend the equivalent of one full day per week in an assigned K-6 setting designed to service learners with disabilities. Students will complete all programmatic requirements, including field-based assignments from coursework, in this setting. This course emphasizes delivery of lesson plans that are appropriate to the needs of the K-6 setting and align to local and state curriculum and standards; implementation of classroom routines, procedures, and instructional strategies; and development of professional dispositions of the practice. Students will work closely with cooperating (mentor) teachers and university supervisors via frequent conferences and observations using Special Education program assessment tools. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss and reflect on successes and challenges that arise during the practicum teaching experience. 2. Discuss and reflect on facilitating classroom activities and helping with behavior management as directed by the cooperating/mentor teacher. 3. Create and teach two observed lessons that utilize effective instructional strategies and teach accurate content concepts and skills to whole classes and small groups of students. 4. Collaborate with grade-level teams to analyze student learning data, inform, and adapt instruction, and build understanding of district policies and procedures. 5. Discuss and reflect on development of professional dispositions and develop action steps for continued growth. Prerequisites: Admission to the Utah Tech University Special Education program. Course fee required. FA, SP
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2.00 Credits
Required for all Special Education majors. Teacher candidates will apply learning in a K-12 school working with students who have special needs and with English learners. They will design instruction, integrate technology, create an individualized education program (IEP) and be mentored by a current teacher. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Identify different forms of technology available to support students with disabilities. 2. Systematically design instruction toward a learning goal by integrating technology to support learning. 3. Describe different special education service delivery systems. 4. Explain the process of strengths-based data and observations to create Individualized Education Programs (IEPs) for students with disabilities, and Individualized Learning Plans (ILPs) for English learners. . 5. Implement an IEP with accommodations, modifications, services, and supports for a student with disabilities. for students with disabilities, and Individualized Learning Plans (ILPs) for English learners. Prerequisites: Admission to the Utah Tech University Special Education program. FA, SP
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3.00 Credits
Required for all Special Education majors. The practicum experience is an integral part of the field-based Special Education program, and provides students the opportunity to apply concepts learned in coursework to real-life teaching in the classroom. Students will spend the equivalent of one full day per week in an assigned 7-12 setting designed to service learners with disabilities. Students will complete all programmatic requirements, including field-based assignments from coursework, in this classroom. This course emphasizes delivery of lesson plans that are appropriate to the needs of the 7-12 setting and align to local and state curriculum and standards; implementation of classroom routines, procedures, and instructional strategies; and development of professional dispositions of the practice. Students will work closely with cooperating (mentor) teachers and university supervisors via frequent conferences and observations using Special Education program assessment tools. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss and reflect on successes and challenges that arise during the practicum teaching experience. 2. Discuss and reflect on facilitating classroom activities and helping with behavior management as directed by the cooperating/mentor teacher. 3. Create and teach two observed lessons that utilize effective instructional strategies and teach accurate content concepts and skills to whole classes and small groups of students. 4. Collaborate with grade-level teams to analyze student learning data, inform, and adapt instruction, and build understanding of district policies and procedures. 5. Discuss and reflect on development of professional dispositions and develop action steps for continued growth. 6. Engage counselors, school administration, and related personnel and community resources to understand and support students' educational progress and goals. Prerequisites: Admission to the Utah Tech University Special Education program and passing grade in SPED 3200. Course fee required. FA, SP
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2.00 Credits
Required for all Special Education majors. This course will prepare teacher candidates to select and implement curriculum accommodations, transition planning, and post-secondary preparation for students with disabilities. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Describe the historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice of transition/secondary special education. 2. Describe evidence-based and culturally sensitive services, instructional strategies, learning experiences, and learning materials for secondary students with disabilities. 3. Use appropriate assessment, adaptations, and technology for individuals with disabilities. 4. Use evidence-based and culturally sensitive resources and techniques for transitioning individuals with disabilities into and out of school and post-school environments. Prerequisites: Admission to the Utah Tech University Special Education program. FA, SP
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