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SP 201 Intermediate Spanish I
Lawton, Andrew A.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

SP 201 Intermediate Spanish I

Semester

S1T 2012 DL

Faculty

Lawton, Andrew A.

Title

Adjunct Faculty

Degrees/Certificates

Master's in Spanish

Daytime Phone

512-627-4656

E-Mail

andrew.lawton@park.edu

alawton@austincc.edu

Semester Dates

1/16/12- 3/11/12

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

1. THE TEXTBOOK

This is an online introductory Spanish program, specially designed for online courses and distance learning applications.

Vistas 2e + EN LINEA by Jose A. Blanco and Philip Redwine Donley, Late (2005). Vista Higher Learning; ISBN # 1-59334-777-4

Order Texts at: http://direct.mbsbooks.com/park.htm

Or you may order your Vistas 2e + EN LINEA package through the publisher at www.vhldirect.com using the ISBN # 1-59334-883-5.

Technical Support:
If you have technical questions after receiving your EN LINEA or WebSAM access code and instructions, please contact our Tech Support Dept at (800) 248-2813 or send a support request form at:
www.vistahigherlearning.com/support/ .

We also have a dedicated EN LINEA support mailbox located at:
enlinea@vistahigherlearning.com .

Registration

Your instructor, Andrew Lawton, invites you to enroll in the following Quia course.

 

Course: Spanish 201

Code:  HPBT744

Book(s): VISTAS, Second Edition ePractice

 

To enroll in this course, please do the following:

 

Step 1

  • Log into your Quia account

If you already have a Quia account:

 

  • If you do not have a Quia account:
    1. Go to http://books.quia.com
    2. Go to Students and click Create new account.
    3. Fill out and submit the form. Remember to write down your username and password.

 

Step 2

Purchase book or enter book key

In this step, you will activate your Quia book by entering a book key. (If you have already activated your book during a previous term, then you don't need a book key. Follow the instructions in the third section below.)

 

  • If you already have a book key:

If a book key came packaged with your textbook or if you purchased a book key separately, follow these instructions.

    1. Go to http://books.quia.com
    2. Go to Students.
    3. Enter your book key in the field labeled Enter book key. The book will be added to your account. Note that book keys may only be used once; your book key will become invalid after you use it.
    4. Verify that your name is displayed properly. The name that you enter here is what will be displayed to your instructor, so be sure to spell your first and last names correctly. Click the check box and press Submit.
    5. Enter your instructor's course code, HPBT744, in the field labeled Enter Course Code (next to your book).

 

To add additional books to your account, enter the book key in the field labeled Enter book key.

 

  • If you do not have a book key, you can purchase one using a credit card:
    1. Go to http://books.quia.com/books/bookstore.html
    2. Find your book and click Buy. When prompted, enter your instructor's course code: HPBT744

       

      If you already have an active book in your account from a previous term:
    1. Go to http://books.quia.com
    2. Go to Students. (You should already be logged in. If not, log in.)
    3. Find the book and click Enroll.
    4. Enter your instructor's course code: HPBT744

Hardware

You will need a microphone and earphones or combined headset for this course.

These can be purchased at most retail stores that have an electronics department.


Software

You will need access to Microsoft PowerPoint to complete the
Core Project.

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:
SP201 Intermediate Spanish I: 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: SP102 or three years of high school Spanish. 3:0:3

Educational Philosophy:
My educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. I will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

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:

Written Evaluation

 

There will be several tools to evaluate your written performance:

 

Some count towards the grade and some is practice. I cannot emphasize enough how making mistakes is part of the learning process. Therefore most practice is required (since it is part of your overall grade, but it is not graded based on how many mistakes you make, rather on the fact that you simply work on it) and because it tells me how much time you are working.

 

Quizzes

 

We’ll have a few quizzes that will be part of your assessment. (10 points each to be factored in the percentage of the homework grade)

 

Discussion questions (total of 5 and each is worth 20 points)

Starting with Week 2 there will be one question posted about the previous week's assigned readings. Post your response to that question by midnight Wednesday. 

The Presentation Discussions in Weeks 7 & 8 are used to talk about your final project with your fellow students. Share your ideas and give and get feedback. These Discussions will not be graded.

PARTICIPATION - The discussion group is a vital point of our course. Definitely just like in any class, you need to participate. There will be times when you can post your responses in Spanish and some others are allowed in English.

Summaries (two)

 

You’ll have the option of choosing two readings of your choice to summarize with your own words. These are important first because it will be the first step towards ownership of your Spanish language, second because it will guide you to selecting your topic for the presentation. (each worth 10 points towards your homework grade)

Exams

 

We’ll have three (3) exams

The first will be on chapter 11 and 12, the second will be on chapter 13 and 14 the third one will be on the different sections of chapters 15 and the first section of chapter 16 (i.e. 16.1 The Future tense) (each test is worth 100 points)

Participation

 

The discussion group is a vital point of our course. Definitely just like in any class, you need to participate. There will be times when you can post your questions in Spanish and some others are allowed in English.

 

Proctored Final Exam

 

The final exam is cumulative and will be administered at a campus center near you. It will be proctored by another instructor and then sent to me via regular mail.

Therefore you will not have immediate feedback as you are used to with this textbook and will not be able to bring any notes or dictionaries.

For proctored examinations, photo identification is required at the time of the test. Guidelines for selecting an acceptable proctor can be found on the Park University Website.

Grading:

Grading:

3 Online Exams,

300pts

30 %

Core assessment- Presentation

200 pts

20 %

A final test (proctored)

200 pts

20 %

8 Weeks practices/quizzes – participation – homework 25 points per week

200pts

20%

5 Discussion questions – 20 points each

100 pts

10%







Total

1000 pts

100%



90-100

A

80-89.99

B

70-79.99

C

60-69.99

D

Below 60

F


Late Submission of Course Materials:

No late work is accepted

Late Submission of Course Materials:

No late work is accepted

Course Topic/Dates/Assignments:

Week one

Leccion 11

Week two

Leccion 12    Exam 1

Week three

Leccion 13

Week four

Leccion 14     Exam 2

Week five

Leccion 15

Week six

Leccion 16        Exam 3

Week seven

Preparation for presentation

Review

Week eight

Final Presentation

Final exam

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

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. from Park University 2011-2012 Undergraduate Catalog Page 93

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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 96

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. 

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Last Updated:1/6/2012 11:27:35 AM