Redesigning a Spanish undergraduate course considering affordability, diversity, equity, and learning styles. Plan and results. Rediseñar un curso de grado en español considerando la asequibilidad, la diversidad, la equidad y los estilos de aprendizaje

10.20420/ElGuiniguada.2023.630

Authors

Keywords:

COURSE DESIGN, AFFORDABLE MATERIALS, VISUAL PROJECTS, DIVERSITY

Abstract

In this article, I will show how I redesigned the undergraduate course Spanish 3710 (Topics in Literature-Spanish Baroque Theater), one of the Spanish Bachelor of Arts courses at California State University, Bakersfield. When redesigning this course, I had five things in mind mainly:  1) to simplify the materials and make them more affordable to students by selecting open-access and free materials; 2) to bring more ‘to life’ the Baroque plays by exposing students to the recorded plays (sometimes in the old version, and others with different modern approaches); 3) to continue incorporating women to the literary canon; 4) to offer students an active and engaging learning opportunity through the discussions, the Flipgrid (now Flip) videos, and the creative visual projects (mind maps and posters); and 5) to keep working in the linguistic and discourse skills that they acquired in Spanish 3000 (Advanced Language Skills).

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Author Biography

Teresa Fernández-Ulloa, California State University, Bakersfield

Teresa Fernández Ulloa is a professor of Spanish language and linguistics in the Department of Modern Languages and Literatures at California State University, Bakersfield (California, USA), where she has worked since 2003. There she mainly teaches advanced classes in Spanish. linguistics, discourse analysis (revolutionary ideas in Latin America) and various courses on teaching Spanish anguage and literature.
Ph.D. in Spanish language and linguistics from the University of Deusto, Bilbao (1998); her main lines of research are the critical analysis of political discourse, the methodologies for teaching Spanish as a first and second language, and the creative work of some women ( writers / artists / activists). She has worked in other universities, including the University of Deusto (Bilbao), the University of Cantabria (Santander) and the East Carolina University (North Carolina, United States).

 

References

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Dillingham, M., Fernández-Ulloa, T., & Soler Gallo, M. (2016). “Devotion and roles of women (wife and nun) in two plays by Ángela de Azevedo (17th Century).” In T. Fernández Ulloa and J. Schmidt Morazzani (eds.), Images of women in the Hispanic culture (pp. 1-22). Newcastle upon Tyne, United Kingdom: Cambridge Scholars Publishing.

Online Learning Team. (n.d.). How to create a course introduction video. Kent State University. Available at https://www-s3-live.kent.edu/s3fs-root/s3fs-public/file/how-to-create-a-course-introduction-video.pdf

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Quality Matters. (n.d.). Use infographics to boost engagement. https://www.qualitymatters.org/qa-resources/resource-center/articles-resources/using-infographics

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Soler Gallo, M., & Fernández-Ulloa, T. (2021). “Desde la clausura en el Siglo de Oro: intelectualidad, mística y poder en sor María de Jesús de Ágreda y sor Marcela de San Félix”. In T. Fernández Ulloa and M. Soler Gallo (Eds.), Las insolentes: desafío e insumisión femenina en las letras y el arte hispanos (pp. 13-42). Berlin: Peter Lang.

Thom, J. (2018). Slow Teaching. On Finding Calm, Clarity and Impact in the Classroom. Suffolk: John Catt Educational Ltd.

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Wood, L., & Harris III, F. (2020). Employing equity-minded & culturally-affirming teaching and learning practices in virtual learning communities, CORA Webinar, March 26th. Available at https://www.youtube.com/watch?v=aMrf_MC5COk

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Published

2023-07-11

How to Cite

Fernández-Ulloa, T. (2023). Redesigning a Spanish undergraduate course considering affordability, diversity, equity, and learning styles. Plan and results. Rediseñar un curso de grado en español considerando la asequibilidad, la diversidad, la equidad y los estilos de aprendizaje: 10.20420/ElGuiniguada.2023.630. El G U I N I G U a D a, (32), 38–59. Retrieved from https://ojsspdc.ulpgc.es/ojs/index.php/ElGuiniguada/article/view/1586

Issue

No. 32 (2023): El Guiniguada

Section

Subject of interest

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