New-Course Proposal Form

SUFFOLK COUNTY COMMUNITY COLLEGE NEW-COURSE PROPOSAL FORM

STOP!!

Unless you have submitted your Letter of Intent Form to the College Associate Dean for Curriculum Development, Jennifer Browne at [email protected], and received a Response Form back from her, do not continue with this proposal form.

NAME OF PROPOSAL: _ SPN 126/Spanish for Educators I _

Requesting Campus(es): __X__Ammerman _____Grant _____East

Name of Department Chair(s): Ammerman: Lauri Hutt Kahn Grant: Dawn Tracy-Hanley East: Michael Boecherer

Name of Proposer: ______Lauri Hutt Kahn ______

Proposal Checklist Please be sure you send ALL of the below documents and information in a single email to the appropriate Curriculum Chair when you are ready to have the proposal considered by the Campus or College Curriculum Committee.

(X) Electronic Letter of Intent with Response from College Associate Dean for Curriculum Development

(X) Completed New Course Proposal Form

(X) Vote(s) of Department (See voting guidelines):

Name of Department: Foreign Language and ESL Dept./Ammerman _ For: __6__ Against: __0__ Abstentions: __0__ Date of Vote: ______Proposer's Initials: _LHK__ Select One: Approved__X__ Not approved_____

Name of Department: _(Name of Department/Campus)_ For: _____ Against: _____ Abstentions: _____ Date of Vote: ______Proposer's Initials: _____ Select One: Approved_____ Not approved_____

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 (X) Completed College Course Syllabus Form

(X) Sample Course Outline with 15-week topic outline

(X) All necessary Executive Dean's Acknowledgment of Support Form(s) cc: Jennifer Browne, Associate Dean for Curriculum Development Executive Deans of affected campuses Academic Chairs of affected departments at all three campuses

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 SUFFOLK COUNTY COMMUNITY COLLEGE NEW-COURSE PROPOSAL FORM

NAME OF PROPOSAL: __ SPN 126/Spanish for Educators I______

Requesting Campus(es): ___X__Ammerman _____Grant _____East

I GENERAL RATIONALE: (State rationale for offering this new course. Also state rationale for giving it a 100 or 200- level designation.)

In recent years, Suffolk County has seen a large influx of immigrants from Spanish-speaking countries. Educators in Spanish-speaking communities find they have a compelling need to learn to communicate not only with the new students from these countries, but also with their parents. In addition, these educators must come to understand cultural practices that might play a role in how the students adapt to their new environment.

Spanish for Educators has been offered as a Special Topics course once in our Study Abroad program in Spain. This spring, we are successfully running two sections of it, also as a Special Topics course, for faculty, administrators and staff who work in the Copiague School District. For this reason, we wish to offer Spanish for Educators as a permanent course. We would like to offer it as soon as the second summer session at the Ammerman Campus in order to give other educators an opportunity to acquire the knowledge and skills required to address the needs of their communities and institutions.

This course presents vocabulary related to school settings and school-related contexts, but covers the exact same grammar that we cover in all SPN 101 (Elementary Spanish I) classes. It also utilizes the same online homework program that our 101 students are required to use. As such, we feel it should bear a 100-level designation.

II. CATALOG DESCRIPTION (Give the exact description you wish to see in the catalog for this course, including prerequisites, corequisites, concurrent enrollment and any other stipulations you wish to include in the catalog description. Assume the description on this form will be copied and pasted directly into the catalog, Banner, and all other places where course descriptions are referenced.)

Spanish for Educators I is an elementary level course designed for education students and K-12 school personnel to learn the basics of Spanish grammar, develop knowledge of the Hispanic culture, and improve the educators’ ability to effectively communicate with Spanish-speaking students and parents. The goal of our Spanish for Educators course is to develop communication skills associated with real-life classroom situations, foster a better understanding of cultural differences and improve classroom communications for teacher/parent interaction. Required online workbook/lab manual course component. No prerequisite.

III. STATEMENT OF LEARNING OUTCOMES

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 (Course outcomes should be stated in the form of observable learning outcomes, e.g., “Upon successful completion of this course, students will be able to . . . . ”)

Upon completion of this course, students will be able to:

1. Engage in simple face-to-face conversation within the vocabulary, structure, and phonology appropriate to the communicative situations by using phrases related to meeting people, student encouragement and praise, health issues, school personnel, students’ classes and grades 2. Employ terms and phrases related to student needs, wants, desires, and hopes; and use words and expressions to communicate concern

3. Describe common classroom procedures and employ phrases related to classroom behaviors

4. Prepare and practice strategies to acclimate English language learners into the classroom setting

5. Select and practice common words and phrases related to student grades and parent conferences; and compare different cultural views on parental involvement in education

6. Compose written communications to foster strong relationships between the school and family

7. Relate information orally and in writing about students’ needs and academic progress.

8. Compare and contrast the basic aspects of the various Hispanic cultures and compare and contrast them to US culture.

IV. RELATIONSHIP TO STUDENTS A. Credits and Contact Hours (Provide a rationale for proposed credits and contact hours. See the formula for credit hours and contact hours on the Curriculum Website.)

Credit Hours__3.0___ Contact Hours__45__

Lecture__X___ Lab_____ Studio_____ Internship_____

B. Course Fees (Will the student be charged additional fees for this course?) None

Lab Fees______Course Fees______

Please explain as necessary:______

C. Required/Unrestricted Elective/Restricted Elective (Will this be a required course? If so, for which curricula? Provide a rationale as to why this course should be required. If this course is proposed as an elective or

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 restricted elective course, state what elective category it will fulfill and why it is appropriate for that elective category.)

D. Prerequisites/Corequisites/Concurrent Enrollment (What prerequisites, corequisites, or concurrent enrollment courses will be required for this course? Provide a rationale for these requirements. If there are any grade stipulations on the prerequisites or concurrent enrollment courses, please state that here and provide rationale.)

E. Course Replacement (Will this course be replacing any existing course or courses? If so, list the courses it will replace and provide a date when those courses may be deleted from the catalog.) No

F. Transferability A. Will this course fulfill a SUNY Transfer Path required or recommended course. Yes__X___ No_____

B. If yes, 1. List the SUNY Transfer Paths for which this course is either required or recommended.

Spanish

2. Provide the SUNY course descriptor to which this course will map.

Elementary Spanish I

This is the first half of a foundation to the Spanish language vocabulary and structure. It is for students with little or no previous knowledge of the language. Included are the fundamentals of speaking, listening, reading and writing, as well as culture relating to the Spanish-speaking world. Grammatical concepts will include the present-tense verbs and basic sentence syntax.

Dr. Ligia Rodriguez, Deapertment Chair of Modern Languages at Farmingdale State College, states, “I don’t see any problem with students being able to transfer it to Farmingdale. The grammatical structures and topics covered in your course are the same for SPA 141 at Farmingdale.”

B. Would this course transfer to any other non-SUNY institutions? If so, give examples of non-SUNY transfer institutions/departments who would accept this course. Give the name(s) of the courses it would transfer as. Demonstrate how transferability was determined.)

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 Dr. Raysa Amador, Chair of Adelphi’s Department of Languages, Literatures and Cultures, has written, “SPN 126 Spanish for Educators I, 3 credits will be the equivalent to Adelphi's SPA 111, Elementary Spanish, Level I, 3 credits.” University of North Carolina at Chapel Hill: SPAN 265/Spanish Language and Culture for the Professions http://romancestudies.unc.edu/courses/spanish/

Greenfield Community College: Spanish for Educators http://www.gcc.mass.edu/world- languages/classes/

East Los Angeles College: Spanish for Educators

Arizona State University: SPA 300- or 400-level Spanish courses focused on the professions (e.g., health care, business, medical and legal interpretation, journalism, social work, education, legal and justice studies, sustainability, engineering and urban planning) (3)

University of Maine: Spanish for the Professions (INT level)

G. Master Schedule (How would this course fit into the Master Schedule? How often would it be offered? Would it be offered in the Fall? Spring? Summer? Winter?)

The course would be offered at the Ammerman Campus the second summer session and one evening per week, initially in the fall semester.

H. Estimate of student enrollment (How many students are anticipated to initially enroll in this course per semester? Per year? How were these enrollment figures determined?)

Minimally, 30 per semester/60 per year at first. When we ran this course as a Special Topics course at the Copiague school district in the spring of 2017, we ran 2 sections of Spanish for Educators. 26 students were enrolled the first time it was offered stateside.

I. Class Size (What is the maximum number of students that should be allowed to enroll in one section of this course? Provide a rationale for this class size. Should the class size be forcible?) 30

V. RELATIONSHIP TO FACULTY

A. Number of current faculty available to teach proposed course and number of additional faculty required.

Approximately 13 Ammerman instructors are currently available to teach the course. No additional faculty would be required.

B. Number of other staff positions required.

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 None.

C. Discipline(s) required and/or minimum preparation in order to teach the course.

Minimum requirement would be a Master’s degree in Spanish.

VI. RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS* Is this course being proposed as a SUNY General Education Course?

_____X_____Yes ______No

If you answered no, skip to Step VII. If you answered yes, continue with Step VI,

A. Identify which of the ten SUNY knowledge and skills areas the course would fulfill.

*The ten SUNY knowledge and skill areas are Mathematics, Natural Sciences, Social Sciences, American History, Western Civilization, Other World Civilizations, Humanities, The Arts, Foreign Language, Basic Communication.

Foreign Language B. Demonstrate how the course outcomes map to the SUNY Learning Outcomes for the knowledge and skills areas you have identified. (See the Curriculum Website for further details about the required outcomes.)

Upon completion of this course, students will demonstrate:  basic proficiency in the understanding and use of a foreign language; and  knowledge of the distinctive features of the culture(s) associated with the language they are studying

C. How does this course incorporate the SUNY infused competencies of Critical Thinking and Information Management? (See the Curriculum Website for further details about the required outcomes for Information Management and Critical Thinking.)

Information Management: Students will use an online homework program and must gather information from the Internet to present to the class. That being said, they will demonstrate these SUNY competencies:

 perform the basic operations of personal computer use;  understand and use basic research techniques; and  locate, evaluate and synthesize information from a variety of sources.

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 Critical Thinking: There are 5 components that constitute second language learning: listening, speaking, reading, writing and culture. The acquisition of a second language involves the following higher order thinking processes:

. Understanding . Applying . Analyzing . Evaluating . Creating These processes necessitate “identifying and analyzing and evaluating arguments as they occur in their own or others' work; and developing well-reasoned arguments.” (Guidelines for the Approval of State University General Education Requirement Courses. https://www.suny.edu/sunypp/docs/677.doc)

C. Provide a list of sample readings.

“Cruz Roja Americana. Lista de supervivencia para terremotos y desastres.” (American Red Cross. Survival List for Earthquakes and Disasters.) Rush, Patricia and Houston, Patricia. Spanish for School Personnel. Saddle River, New Jersey: Prentice Hall, 2004. 156.

“Más hispanos dejan los studios a nivel secundario.” (“More Hispanics Leave Studies at Seondary Level”). Rush, Patricia and Houston, Patricia. Spanish for School Personnel. Saddle River, New Jersey: Prentice Hall, 2004. 168.

“La educación de estudiantes migrantes.” (“Migrant Student Education”). Rush, Patricia and Houston, Patricia. Spanish for School Personnel. Saddle River, New Jersey: Prentice Hall, 2004. 242.

“Iniciativa para la excelencia en la educación de los hispanoamericanos.” (“Initiative for Excellence in the Education of Latino Students”). 25 February2017. https://webarchive.library.unt.edu/eot2008/20080916072151/http://yosipuedo.gov/

E. Do the faculty within the department/discipline agree to assess this course according to the SUNY General Education Learning Outcomes? Yes.

VII. COSTS List costs and space requirements.

VIII. COURSE SYLLABUS (Complete Course Syllabus Form below.)

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 IX. SAMPLE COURSE OUTLINE (A Be sure to include a 15-week topic outline. Please note: The audience for the Sample Course Outline is not your students. It is the College Community, other colleges and universities, and possibly SUNY System Administration and the New York State Education Department. A modified excerpt of a Sample Course Outline is below to help you with providing the necessary information. It is NOT a form but merely a guideline for drafting an example of a course outline for the course.)

See attached.

X. EXECUTIVE DEAN ACKNOWLEDGEMENT-OF-SUPPORT FORM (Once you have completed this proposal form, email the entire proposal to the appropriate Executive Deans and ask them to sign the Acknowledgement-of-Support Form below [one per dean]. Once you have received the forms back from the Executive Deans, email complete proposal packet to the appropriate Campus or Curriculum Committee Chair.)

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 SUFFOLK COUNTY COMMUNITY COLLEGE COLLEGE COURSE SYLLABUS FORM

To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider issues arising from elements of cultural diversity in areas of textbook choice, selection of library and audio-visual materials, and teaching methodology. (Please note that a course syllabus is not the same as a course outline. A course syllabus outlines the general requirements for a course. A course outline is the specific document created by the individual faculty member to distribute to a specific course section. Please see the Faculty Handbook for further details as to what to include in a course outline. A SAMPLE course outline should be attached below.)

I. Course Number and Title: (Be sure to consider whether this course is a 100- or 200-level course and give a rationale for the decision.)

SPN 126: Spanish for Educators

II. Catalog Description:

Spanish for Educators is a course designed for education students and K-12 school personnel to learn the basics of Spanish grammar, develop knowledge of the Hispanic culture, and improve the educators’ ability to effectively communicate with Spanish- speaking students and parents. The goal of our Spanish for Educators course is to develop communication skills associated with real-life classroom situations, foster a better understanding of cultural differences and improve classroom communications for teacher/parent interaction. Required online workbook/lab manual course component. No prerequisite.

III. *Learning Outcomes: (Main concepts, principles, and skills you want students to learn from this course)

Upon completion of this course, students will be able to:

A. Engage in simple face-to-face conversation within the vocabulary, structure, and phonology appropriate to the communicative situations by using phrases related to meeting people, student encouragement and praise, health issues, school personnel, students’ classes and grades B. Employ terms and phrases related to student needs, wants, desires, and hopes; and use words and expressions to communicate concern

C. Describe common classroom procedures and employ phrases related to classroom behaviors

D. Prepare and practice strategies to acclimate English language learners into the classroom setting

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 E. Select and practice common words and phrases related to student grades and parent conferences; and compare different cultural views on parental involvement in education

F. Compose written communications to foster strong relationships between the school and family

G. Relate information orally and in writing about students’ needs and academic progress.

H. Compare and contrast the basic aspects of the various Hispanic cultures and compare and contrast them to US culture.

V. Programs that Require this Course: (List or indicate none.)

This course in one of several options required by the Humanities program, the LAFL-AA program and the NYS Teacher Certification program.

VI. Major Topics Required:

A. Greetings and farewells B. The Spanish alphabet C. Days of the week; months of the year; dates D. Subject pronouns E. Polite expressions F. Signing up for school G. Telling time H. Teachers and classes I. Introductions J. The verb SER and descriptive adjectives 1. More on adjectives K. Classroom objects L. Gender and number agreement of nouns and articles M. Asking questions N. Returning to school 1. Parents Night O. Present tense of –AR verbs P. Extracurricular activities Q. Present tense of –ER and -IR verbs R. Expressing physical conditions using ESTAR and TENER S. The nurse’s office T. School activities and personnel U. The family V. Parts of the body; ailments W. Giving medical advice X. Uses of SER vs. ESTAR Y. The immediate future using IR + a + Infinitive

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 Z. Irregular present tense verbs AA. Evaluations BB. Learning disabilities CC. School meetings DD.Stem-changing present tense verbs EE. Possessive adjectives FF. Comparatives and superlatives GG. School rules; security issues and security personnel HH.Disciplinary actions II. Articles of clothing JJ. Addressing natural disasters and other emergencies KK. Formal/informal command forms 1. Using indirect object pronouns with commands LL. Affirmative/negative expressions MM. Alternative education NN. Alternative schools OO.Distance education PP. The passive voice using impersonal SE QQ. Expressing events in the recent past using ACABAR DE RR. Constructions with GUSTAR SS. Numbers 100-1,000,000+ TT. Ordinal numbers UU. Secondary school VV. Middle school and HS academic subjects WW. Sports XX. Community service YY. Migrant students ZZ. SABER vs. CONOCER AAA. Weather expressions BBB. Reflexive verbs/pronouns CCC. Direct object pronouns DDD. Preparing for college admission EEE. Use and forms of the preterit

VI. Special Instructions:

A. Prerequisite(s) to this Course: (List or indicate none)

B. Course(s) that Require this Course as a Prerequisite: (List courses or indicate none)

C. External Jurisdiction: (List credentialing organization/association if appropriate or indicate none.)

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 VII. Supporting Information: (Examples – newspapers, journals, Internet resources, CD-ROMS, Videos, other teaching materials, textbooks, etc.)

Textbook Required online iLrn Basic Spanish HW program Internet resources Newspaper and journal articles Videos Music (i.e. “Eres” by café Tacuba)

VIII. Optional Topics: (List or indicate none) Personal presentations and bios What one must do: Hay que…/Debe(s)…/Necesita(s)… Personal Stories about School-Related Situations

IX. Evaluation of Student Performance: List possible methods to be used for evaluating students’ achievement of the course’s learning outcomes.

Online homework activities, including submission of oral recordings Graded role play situations Quizzes Written/oral reports Final exam

X. Sample Course Outline (Consider using template below. Be sure to provide a 15-week schedule of topics and activities for the course.)

PLEASE SEE ATTACHED DOCUMENT

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 SAMPLE FORMAT FOR COURSE OUTLINES

Course Number and Title:

1. OUTCOMES OF THE COURSE:

List the Course Outcomes - 1, 2, 3, etc.

In courses where Departmental or College-wide outcomes exist, these must be reflected here.

State your outcomes in such a way that student achievement of them can be measured; in other words, when you write an outcome, keep in mind what it is that a student will be doing when he or she is demonstrating that the stated outcome has been achieved.

2. PROCEDURES FOR ACCOMPLISHING THESE OUTCOMES:

List the instructional procedures or teaching methods through which you plan to achieve the objectives of the course.

Examples: lectures, class discussions, analytical question, projects, research papers, use of visual aids, oral reports, field trips, visiting lecturers, etc.

3. STUDENT REQUIREMENTS FOR COMPLETION OF THE COURSE:

List the specific work which students are expected to complete in order to receive credit for the course.

Avoid generalizations such as "read the textbook," "pass the final exam." Think out what you want the students to do in order to demonstrate accomplishment of the outcomes of the course and spell it out for them.

Examples:

 Read all of the assigned chapters in the textbook.  Submit a research paper of at least (x number of) words or pages, typewritten, using appropriate bibliography and footnotes, to be handed in no late than (give the due date), on a topic approved by the instructor.  Give an oral report on a topic and date to be assigned by the instructor.  Submit two book reports of (x number of) words or pages, typewritten, chosen from List of supplementary readings listed in this outline.  Complete laboratory reports contained in assigned laboratory manual (state the number of reports, when they are due, etc.).

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014  Complete periodic quizzes.  Complete the mid-term and final examinations.

6. TEXTBOOK:

List the author, title, edition, publisher and date of publication of any required textbook, laboratory manual, etc.

7. WEEKLY OUTLINE TOPICS TO BE COVERED:

This list should enable another individual (such as a substitute teacher) to ascertain which topics have already been covered, and which topics are scheduled to be treated in a particular week. Be sure to provide a 15-week outline for your course.

9. LIST OF SUPPLEMENTARY READINGS:

List those books or periodical articles which students should read in addition to the textbook. Clearly indicate whether they are required or simply recommended reading.

Kindly see additional attached document.

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014 SUFFOLK COUNTY COMMUNITY COLLEGE EXECUTIVE DEAN’S ACKNOWLEDGMENT-OF-SUPPORT

The Proposer should email completed proposal packet along with the Executive Dean’s Acknowledgment-of-Support Form. The Proposer should complete the top half of the form and the Executive Dean should check the “Support” or “Do Not Support” line based on the Campus’ ability to commit to implementing the proposal if it is approved through the Governance process.

Criteria to consider for supporting this proposal are listed below. If the Executive Dean is in general support of the proposal but has specific concerns related to the proposal, these concerns should be stated in the comment section. If the Executive Dean does not support the proposal, specific reasons should be listed in the comment section.

The Executive Dean should email completed form to Proposer so that it can be included in the proposal packet to be submitted to the College Curriculum Committee Chair.

****************************************************************** The Executive Dean’s Acknowledgement-of Support is a commitment to support the implementation of the course adoption in terms of:  Academic Merit  Availability of Personnel  Adequacy of Facilities  Budgetary Needs for Supplies and Equipment ****************************************************************** This section to be filled out by Proposer:

Name of Proposal: SPN 126/Spanish for Educators

Adopting Campus: A__X__ E____ G_____

************************************************************************ This section to be filled out by Executive Dean:

_____X____Support

______Do Not Support

Name of Executive Dean:______P. Wesley Lundburg______

Date______3/21/17______

Comments:

ALL FORMS MUST BE SUBMITTED ELECTRONICALLY Revised Fall 2014