Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

SP 201 Intermediate Spanish I
Byer, Silvia


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

SP 201 Intermediate Spanish I

Semester

S1T 2010 DL

Faculty

Silvia Giovanardi Byer

Title

Assistant Professor

Degrees/Certificates

Ph D

Office Location

Copley 216

Office Hours

T-Th 1:30-3:00

Daytime Phone

816-584-6865

E-Mail

silvia.byer@park.edu

Semester Dates

Aug 31 -Dec 12

Class Days

T-Th

Class Time

8:45-10:00

Prerequisites

SP103-SP104 or 3 years of Highschool

Credit Hours

3


Textbook:
  Conversacion y Repaso with Workbook

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
In this course students review basic concepts of the language while expanding reading comprehension and writing skills. Readings focus on the study of Hispanic cultures. Prerequisite: SP104 or three years of high school Spanish. 3:0:3
 

OBJECTIVES:    This course is designed to help students continue the process of mastering communicative skills as well as developing an awareness of the diverse cultures of the Hispanic world. The study of grammatical and lexical systems of Spanish will be carried out within a contextualized appropriateness in language use so that students are always focusing in learning the language for communication. Speaking, listening, reading and writing skills will be cultivated in an interactive atmosphere. By the end of the semester the hardworking student will have developed a level of proficiency that will allow effective communication in all everyday situations. The student is expected to achieve communicative competence in the language at a mid level.  

Learning Outcomes:
  Core Learning Outcomes

  1. Students will demonstrate how, when and why to say what to whom with language skills corresponding to intermediate elementary level Spanish as outlined in the selected textbook;
  2. Write short paragraphs, situation and research summaries;
  3. Engage in spontaneous conversation with classmates and instructor
  4. Complete the CAR project.


Core Assessment:
Classroom performance, quizzes and exams, accompanying textbook, homework, language immersion lab, mid-term exam, final exam and Core Project.Core Project: Small group dramatic presentations written, produced and presented by participants for target audience SP103-104






Link to Class Rubric

Class Assessment:
 

GRADE CALCULATION:

20%     Attendance - homework -

30%     Tests (3x100)

10%     Composition

20%     Core Project -Original Dramatic Presentation-

20%    Final Exam

Grading:

 

 

Late Submission of Course Materials:

No late work is accepted

Classroom Rules of Conduct:
 

CLASS PARTICIPATION: Learning requires your active involvement. Involvement is possible only when you have prepared your assigned materials carefully. Therefore, attendance and class participation are obligatory for all class meetings. Your class participation grade will be determined by daily attendance, preparation for class and by your active role in class meetings. Active participation means consistently speaking Spanish in the classroom, contributing significantly to group work, and volunteering as much as possible without dominating the class.
 
MISSING CLASS: You are allowed two absences, after that you will miss 1% of your total average. If tardy becomes a habitual: three tardies = 1 day of absence.

PREPARATION FOR CLASSStudents are expected to prepare for class before coming to class. Language acquisition is a skill you must practice daily. Failure to keep up with the daily assignments will result in your falling behind very quickly and receiving a low grade in the course. It is far more productive to spend a small amount of time on Spanish each day than to spend long hours cramming just before a test. Class will certainly be used to clarify doubts, answer questions, but above all, to put into practice and use in a meaningful way that which students have prepared. Students are always welcome and advised to discuss any question related to the language and course material during an arranged appointment. 

INSTRUCTIONS ON HOW TO DO YOUR HOMEWORKFour (4) easy steps:

1. Read the lesson in your book and/or notes before attempting the homework assignment. If you have the answers, do not look at them while you are working. 2. Do the work as though it were a quiz. Once you are finished, 3. Go back and check your work in the answer –key. With a different ink pen mark the mistakes you made. 4. Where you find errors, go back to the lesson in the book to understand what you did wrong. Bring any remaining questions to class and ask them first thing.

Your work will not be evaluated on the basis of how many mistakes you make but on how thoroughly you correct your work. Mistakes are part of the learning process. You must identify your errors and learn from them. I collect homework everyday.

Original dramatic presentation: You will be given three (3) different topics to prepare ahead (if you want to come up with your own topic it is great) and you and 2 other classmates will perform SHORT PLAY writing your own script, prepare and rehears ahead of time. You can use prompts but you cannot read!!!!

EXAMS:

Exams will be given as indicated during class time.

The Final Examination is cumulative and is administered on dates specifically determined by the Registrar. 

An individual professor CANNOT excuse a student from taking the final examination on the scheduled date.

Course Topic/Dates/Assignments:

Please see the Park course website for the break down of work (mostly done at EN LINEA parallel website)
 
6 weeks to work on 6 chapters
 
Week 7 devoted to Presentation/Core Project, you will post your presentation through the website ENLINEA
Week 8 Final Exam week

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Uses course resources and additional sources for developing dramatic script; shows outstanding creative skills in group effort, contributes effectively and contributes to group cohesion and success. Uses course resources for developing dramatic script; shows creative skills in group effort, contributes effectively and contributes to group cohesion and success. Fails to use adequate course resources for developing dramatic script; shows inconsistent skills and effort in group activity;  final product is largely unsuccessful Neither synthesis nor coherent presentation is evident for grading as presented – see professor for advice on procedure to follow. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,2,3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Writer/Presenter systematically critiques the many elements of the dramatic script and production; creative insight is offered in the contribution of relevant ideas. Writer/Presenter critiques many elements of the dramatic script and production; creative insight is sometimes offered in the contribution of relevant ideas. There is little evidence of critique of the dramatic script and production; components of the piece don't link well and/or fail to be coherently relayed to audience.



 
Analysis is not evident for grading as presented –see professor for advice on procedure to follow 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1,2,3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Many examples of research use of course materials and individual creativity are evident in the writing and presentation assignment. Some examples of research use of course materials and individual creativity are evident in the writing and presentation assignment. Few examples of research use of course materials and individual creativity are evident in the writing and presentation assignment.



 
Evaluation is not evident based on lack of synthesis and analysis aspects- see professor to advice on procedure to follow 
Terminology                                                                                                                                                                                                                                                
Outcomes
1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Correct use of discipline and project-specific terms is utilized efficiently throughout script assignment and presentation.



 
Correct use of discipline and project-specific terms is utilized at times throughout the script assignment and presentation.







 
Correct use of discipline and project-specific terms not utilized in script assignment and/or presentation. Evidence of terminology and project-specific terms evidence is lacking because the core assessment has not been attempted in any part. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1,2,3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Many concepts developed in class for successful projects are utilized and elaborated in assignment.



 
Some concepts developed in class for successful projects are utilized and elaborated in assignment. Few concepts developed in class for successful projects are utilized and elaborated in assignment.



 
There is no demonstration

of knowledge of concepts

important to the project assigned.

 
Application                                                                                                                                                                                                                                                
Outcomes
2,3,4,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
There are multiple examples of how learned practices apply to the theoretical bases of the project. Student met more than two times with instructor to discuss the project. There are some examples of how learned practices apply to the theoretical bases of the project. Student met twice with instructor to discuss the project. There are few examples of how learned practices apply to the theoretical bases of the project. Student met once with instructor to discuss the project. There is no evidence of how learned practices apply to the theoretical bases of the project. Student failed to meet with instructor to discuss the project. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Written and oral project components contain consistent structural  organization – sequencing with all topics included, specific transition sentences, and logical conclusion according to evidence presented



 
Written and oral project components contain some structural organization –sequencing with all topics included, specific transition sentences, and logical conclusion according to evidence presented. Written and oral project components contain little structural organization, and there are few transitions; lack of logical sequencing of topics distracts from the reading and listening. The core assessment is not organized,  no transitions, too many errors for written and oral presentations at the university level. 
Component                                                                                                                                                                                                                                                  
Outcomes
1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
All parts of the topic are fully addressed with addition of many examples, including personal learning experience  



 
Most parts of the topic are fully addressed including personal learning experience Elements of the project not fully address and/or do not produce logical cohesion for project outcomes.









 
The core assessment was carried out without attention to the  designated topics and process 
Relationship                                                                                                                                                                                                                                               
Outcomes
1,2,3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Assignment reflects a complete balance of structural skills in writing and components are balanced models of a fully developed response. All technical parts of the paper and presentation reflect careful presentation. The paper and presentation reveal lack of balance in response to the questions, incomplete, or less- researched answers.



 
No evidence of effort to realize and submit project in a timely fashion. 

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:12/23/2009 12:59:21 PM