PROGRAM IN COMPARATIVE LITERATURE AND CULTURE …Comparative Literature and Culture program looks to...

PROGRAMINCOMPARATIVELITERATUREANDCULTURE

(CMPL)

UniversityofSanFrancisco

I.MISSIONANDHISTORYA.Mission

TheComparativeLiteratureandCultureprogramlookstothepasttoatraditionofabroadliberalartstraininginliterarystudy,languages,andthehumanities,andatthesametimeanticipatesthegrowingattractionforinterdisciplinaryandcross‐culturalprogramsofstudy.TheCMPLprogrameducatesstudentsintherichintellectualandcreativevaluesembodiedinliteraryworks,whilebridgingthedivisionbetweennationalculturesandtoday’sglobalworld.

TheCMPLprogramrespondstothegrowingdemandforinternationalandtrans‐culturalstudies,andthroughthestudyofworldliteraturesandculturesadvancestheMissionStatementoftheUniversityofSanFranciscoto“preparemenandwomentoshapeamulticulturalworldwithcreativity,generosity,compassion,andchangetheworldfromthere."TheUniversity’sethicalmissionisbothcomplementedandreinforcedbytheprogram'sgoalsandobjectivestopreparestudentsfortheincreasinginterdependencyoftheglobaleconomy,whichconcretelyimpactstheprofessionalfieldsinwhichtheyplace:education,journalism,internationalmedia,communication,publishing,tourism,diplomacy,orotherprofessionsrequiringtranslationandanalyticalskills,aswellasknowledgeofinterculturalandinternationalrelations.

TheCMPLprogram'semphasison"post‐disciplinarity"followsrecentdiscourseinthefieldofComparativeLiterature‐nowadaysoftenredefinedas"WorldLiterature,"whichsuggestsaparadigmaticswitchfromtheemphasisonnation,period,andgenreasdefiningelementsoftextualanalyses,tothefocusontrajectory,lifecycle,andfunction.Thegoalofviewingliteraturesnotasentitieswithincultural,historical,oraestheticboundaries,butdiscussingthemintheirglobalinterconnectedness,contributestoadeeperunderstandingofhumandevelopmentsandtheprocessesofchange.Thisapproachtakesintoaccountthewidevarietyofbackgrounds,interests,andprofessionalambitionsofourstudents,andfostersacriticalengagementbeyondthefieldofliterarystudies.TheCMPLprogramishostedbytheDepartmentofModernandClassicallanguages,andunreservedlypromoteslanguageacquisitionasarequirementfortheaccomplishmentofitsobjectives.Learningaforeignlanguageintroducesstudentstotheinnerworkingsoflanguagesingeneral,includingtheirown,providesapointofdepartureforthedevelopmentofproficiencyadequatetoacademicandprofessionalneeds,andpromotesthemultidisciplinarystudyofculturesandsocietieswhetheroutsideoftheU.S.orwithinourmulticulturalcommunities.Whetherasatooltoinvestigatethepast,analyzethepresent,orforecastthefuture,knowledgeoflanguagesandculturesprovidesUSFstudentswithinterculturalaccesstheywouldotherwiselack.

B.History

TheCMPLprogramwascreatedinresponsetoanincreasingdemandbystudentsforaHumanitiesbasedprogramofferingliteraryandculturalstudies,withacomparativefocus,andaninterdisciplinaryperspective.

TheCMPLprogramwascreatedin2006andhasnotgonethroughprogramreviewinthepast.

Basedonitsinterdisciplinarynature,theCMPLprogramfostersexcellentworkrelationshipswithotherprogramsanddepartmentsatUSF.TheCMPLprogramreliesheavilyontheofferingsofotherdepartmentsandinterdisciplinaryprogramsforitselectivescourses.Theseprogramsare:AfricanStudies,ArchitectureandDesign,AsianStudies,ClassicalStudies,English,EnvironmentalStudies,EuropeanStudies,FilipinoStudies,FilmStudies,Honorsprogram,JudaicStudies,GenderandSexualitiesStudies,InternationalStudies,LatinAmericanStudies,PerformingArts,SocialJustice,andUrbanStudiesaswellasthevariouslanguage,literatureandcultureofferingsoftheDepartmentofModernandClassicalLanguages.

BydesigntheCMPLprogramfosterscollaborationbetweentheMCLDepartment,whereitishosted,andtheEnglishdepartmentthroughimplementationofacommonCorerequirementforallEnglishandCMPLmajorsandminors.

TheCMPLprogramentertainsgoodrelationshipswiththedifferentlanguageprograms.Withitscomparativefocusandapostnationalapproachtothestudyofworldliteraturesandcultures,theCMPLprogrambridgesthegapbetweenthedifferentlanguageprogramswhoseliteraturesandculturesmaynotbeofferedinthecurriculumoftheirMinors,andotherwisenotstudiedtogether:Arabic,Chinese,Greek,Hebrew,Italian,Japanese,Latin,Portuguese,Russian,Tagalog,andSwahili.TheComparativeapproachoftheCMPLprogramalsobringstogetherthelargerlanguageprograms(French,German,Spanish)whoseliteratureandculturecoursesweretaughtinisolationwithintheirowncurricula.

Recently,ShawnDoubiago,aCMPLadjunctfacultymemberstartedaresearchgrouponWomenandViolencewhosegoalsandobjectivesaretodevelopandadvanceresearchonthetopic,aswellasfostercollaborativeworkamongfacultymembersacrossdisciplines.ThisresearchgroupreachesouttostudentsandtheUSFcommunity,whoareinvitedtoattendinformalfacultypresentationsoftheirwork,filmscreeningsaswellasaReadinggrouphostedbytheGenderandSexualitiesCenterinUC.

ThemoraleandatmospherewithintheCMPLprogramisenthusiastic,supportive,andcollaborative.Instructorsworkveryhardforlargenumbersofstudents.Theyarepassionateaboutthecontentoftheircourses,andarealwaysopentodiscusswaystoimprovethecurriculum,introducenewreadingsintheircourses,and/orexchangevaluableteachingtipswitheachother.

Theamountofworkthatisaskedofadjunctfacultymembersonadailybasisishoweverdiscouraging,andoftenweighsheavilyonthem.Theirwagesarenotcommensuratewiththeir

responsibilities,qualificationsanddedicationtostudents.Moreover,theircontributionsgounnoticedbytheadministration.

Ifthepresentratioofonefulltimefacultytothreeadjunctfacultymemberspersistsovertime,themoraleandatmospherewilldeteriorate,andtheprogramwillsuffer.

C.Goals

TheCMPLprogramisdesignedtogivestudentstheopportunitytostudyliteratureandotherexpressionsofculturalidentityinawidevarietyofregional,national,andlinguisticcontexts.Itprovidesaglobalperspectiveonculturalmanifestationsanddevelopments,andthusfoundsthebasisforadeeperunderstandingoftrans‐nationaldiscourses,askill,whichhasbecomeincreasinglyessentialforanyengagementasworldcitizens.Theprogram’santicipatedLearningOutcomesarethereforetwofold:intermsofcontent,thefocusliesoncreatinggreaterawarenessofculturalmovementsacrossawidespectrumofspaceandtime,thusfosteringanunderstandingofdifferencesandsimilaritiesinconsiderationofstudents’ownpositioning;intermsofanalyticalskills,CMPLstrivestoprovidestudentswiththetoolsnecessarytogainaccesstoideasexpressedinavarietyofculturalmanifestations,andtobeabletoreflectonthesecriticallywithconsiderationofsignificantinterdisciplinarytheories,including,butnotlimitedto,ColonialismorPost‐Colonialism,Socialjustice,Immigration,Exile,Animalstudies,ViolenceandTrauma,GenderandSexualitiesstudies.WithcompletionoftheMajorinCMPL,studentsarepreparedtotakeonthechallengesofglobalengagementinabroadvarietyofdisciplines,beitMedicine,Law,Politics,Economics,orEducation.Inordertoreachtheseobjectives,CMPL’sclassofferingsandcurriculaaredesignedtobeinclusiveofawiderangeofperspectives,andthereforeattractaparticularlydiversestudentbodywithinouruniversity;thisisapparentinitsclasscompositionsingeneral,aswellasitsMajors.Ourfacultyreflectsthisdiversityintheirbackgroundsandspecificresearchinterests.Ourgoalistoincreasethevisibilityoftheprogramanditsbenefitsforsomanyfieldsofstudy,andtherebyattractmorestudentstopursuetheCMPLMajor.Forthispurpose,moreadministrativesupportintermsoffacultyhiring,classsize,andpromotionoftheprogramisessential.TheCMPLprogramwasdesignedtoappealtostudentseagertodefinetheirownareaofconcentrationwithinadisciplineorasubjectmatterforcomparativestudies.Areasofconcentrationsinthestudyofliterature,culture,artandperformingartsincludeagreatdiversityoforigins,timeperiodsand/orregionsoftheworld.

Throughthestudyofliteratureandculture,theCMPLprograminvitesstudentstoreflectandanalyzecriticallytimelyissuessuchas,butnotlimitedto,ColonialismorPost‐Colonialism,Socialjustice,Immigration,Animalstudies,ViolenceandTrauma,Genderandsexualitiesstudies,etc.TheCMPLprogramwascreatedforstudentsseekingtoembracethechallengesoftoday'smulticulturalworldinaninternationalstudyprogramwithafocusinthearts.

II.CURRICULUM

A.GeneralTheCMPLprogramoffersaBaccalaureateDegreeinComparativeLiteratureandCulture(B.A.),andaMinorinComparativeliteratureandCulture.

TheComparativeLiteratureandCultureprogramoffersamajorandaminordesignedtobecompletedwithinfouryears.Studentschoosebetweenthreeemphases:Literature,CultureandLanguage,basedonanareaofconcentrationforcomparativestudies.Themajoroffersaflexiblecurriculumallowingstudentstoconcentrateonaparticulardisciplineforcomparativestudies,anddevelopanindividualtopicfortheirseniortheses.RequirementsfortheMajorinCMPL(44units):•IntroductiontoComparativeStudies(Onecourse:4units):CMPL200:IntroductiontoComparativeStudies:CulturesinConflictCMPL200:IntroductiontoComparativeStudies:LiteraturesoftheBodyCMPL195:FYS:TheBeautyoftheBeastinLiteratureandArtCMPL195:FYS:LiteratureoftheChild:TraumaandHealingCMPL200orCMPL195asitsequivalentisthefirstliteratureandculturecourserequiredforallCMPLmajorsandminors.FYSCMPL195isofferedto1styearstudentsonly.CMPL200andCMPL195examineandanalyzeoneorseveralrelatedthemesthroughawidevarietyofculturesandliteraturesofdifferentgenres,periodsandregionsoftheworld.Thecoursealsointroducestheoreticalconceptsandtoolsforpracticingliteraryanalyses.

•TwoForeignLanguageCourses(fourthandfifthsemester)(Twocourses:8units):TheCMPLmajorrequiresthatstudentstakeafourthsemesterofaforeignlanguage(French202,Spanish202…),andafifthsemesteratthe300‐level(French320,324,orSpanish310,350…)inthesameforeignlanguage.Thesecoursesaretaughtinthetargetlanguageforlanguageproficiency,exposuretotheliteraturesandculturesassociatedwiththatlanguage,andoneormoreregionsoftheworld.

•CMPL299:CriticalAnalysis(pre‐requisiteCMPL200orCMPL195)(OneCourse:4units):CriticalAnalysisiscross‐listedwithENG299.ItisthesecondrequiredcourseforallCMPLmajorsandminors(sophomoreorjunioryear).ThiscourseisacorerequirementforEnglishandCMPLmajors.ThecommonCorerequirementenrichesstudents’experiencein,andperspectiveontheirrespectivemajorsanddisciplines.CriticalAnalysisoffersanin‐depthstudyofmoreadvancedtheoreticalconceptsandtoolsforliteraryanalysesonavarietyofthemes.Itpreparesstudentsforconductingresearchonatopicoftheirchoice.

•Six(6)Electivestobechosenamongtheofferingsofvariousdepartmentsandinterdisciplinaryprograms(SixCourses:24units):

a) ElectivesfortheMajorswithaLiteratureoraCultureEmphasis:EachelectivemustbecarefullyselectedbystudentstosupporttheiremphasisinLiteratureorCulture,andanareaofconcentration,whichultimatelypreparesthemforwritingtheirseniorthesis.

b) ElectivesfortheMajorwithaLanguageEmphasis:

Eachofthesix(6)electivesfortheLanguageemphasismustbetakeninthetargetlanguageofthefirstandsecondforeignlanguagesselectedbythestudent.Aminimumoftwo(2)electivesmustbecompletedatthe300‐leveloraboveinthetargetlanguageofthestudent’ssecondforeignlanguage.

•TheCapstoneSeminar:PoliticalFictions(Onecourse:4units):TheCapstoneseminaristhethirdliteratureandculturecourserequiredforallCMPLmajorsandminors.StudentsmajoringinCMPLenrollintheCapstoneSeminarinthelastsemesteroftheirsenioryear,uponcompletionofallotherrequirementsforthemajor,includingthelanguagerequirement,andtheirsix(6)electives.

Thecapstoneseminarservesasbookendforthemajor.Itsynthesizesthevariousideas,concepts,approaches,andlanguagesstudiedthroughoutthestudent’sprogram.Itpreparesstudentstograduatestudiesresearchandrequireswritingaseniorthesis(18‐25pages).

RequirementsfortheMinorinCMPL(24units):

•IntroductiontoComparativeStudies:(OneCourse:4units)CMPL200:IntroductiontoComparativeStudies:CulturesinConflictCMPL200:IntroductiontoComparativeStudies:LiteraturesoftheBodyCMPL195:FYS:TheBeautyoftheBeastinLiteratureandArtCMPL195:FYS:LiteratureoftheChild:TraumaandHealingCMPL200orCMPL195isthefirstliteratureandculturecourserequiredforallCMPLmajorsandminors.CMPL195isofferedto1styearstudentsonly.CMPL200andCMPL195examineandanalyzeoneorseveralrelatedthemesthroughawidevarietyofculturesandliteraturesofdifferentgenres,periodsandregionsoftheworld.Thecoursealsointroducestheoreticalconceptsandtoolsforpracticingliteraryanalyses.

•TwoForeignLanguageCourses(fourthandfifthsemester)(TwoCourses:8units)TheCMPLminorrequiresthatstudentstakeafourthsemesterofaforeignlanguage(French202,Spanish202…),andafifthsemesteratthe300‐level(French320,324,orSpanish310,350…)inthesameforeignlanguage.Thesecoursesaretaughtinthetargetlanguageforlanguageproficiency,exposuretotheliteraturesandculturesassociatedwiththatlanguage,andoneormoreregionsoftheworld.

•CMPL299:CriticalAnalysis(pre‐requisiteCMPL200orCMPL195)(OneCourse:4units):CriticalAnalysisisthesecondrequiredcourseforallCMPLmajorsandminors(sophomoreorjunioryear).ThiscourseisacorerequirementforEnglishandCMPLmajorsaswell.ThecommonCorerequirementenrichesstudents’experiencein,andperspectiveontheirrespectivemajorsanddisciplines.CriticalAnalysisoffersanin‐depthstudyofmoreadvancedtheoreticalconceptsandtoolsforliteraryanalysesonavarietyofthemes.Itpreparesstudentsforconductingresearchonatopicoftheirchoice.

•Oneelectivetobechosenamongtheofferingsofvariousdepartmentsandinterdisciplinaryprograms.(OneCourse:4units)Theelectivemustbecarefullyselectedbystudentstopreparethemforwritingamajorpaper.

•TheCapstoneSeminar:PoliticalFictions(OneCourse:4units)TheCapstoneseminaristhethirdliteratureandculturecourserequiredforallCMPLminors.StudentsenrollintheCapstoneSeminarinthelastsemesteroftheirsenioryear,uponcompletionofallotherrequirementsforthemajor,includingthelanguagerequirement,andtheirelective.

Thecapstoneseminarservesasbookendfortheminor.Itsynthesizesthevariousideas,concepts,approaches,andlanguagesstudiedthroughoutthestudent’sprogram.Itpreparesstudentstowritingamajorpaper(12‐15pages).b.CourseDescriptions:

CMPL195FirstYearSeminar:LiteratureoftheChild:TraumaandHealingThisfirstyearseminarintroducesstudentstoliteraryrepresentationsofchildhoodtraumawithafocusonethnic,class,gender,power,andglobalizationissues.Studentswillinvestigatethedifficultiesinherenttocertainchildhoodexperiencesandtraumasindifferentculturesandsocieties.Theoriesandrepresentationswillberelatedtoreal‐worldissuesthroughdialogueandfocuson21stcenturychildhoodexperienceinbothWesternandnon‐Westernliteratures,films,andcultures.

CMPL195FirstYearSeminar:TheBeautyoftheBeastinLiteratureandArtHumans’connectionstotherealmofanimalscanbeofsymbolic,symbiotic,and/oranthropomorphicnaturebutrecentstudiesrevealtheimportanceandurgencyofre‐examiningtheimplicationsofsuchconcepts.Let’sexploretheintricaciesoftheHuman‐Animalrelationtounderstandthemoral,socialandpoliticalimplicationsofselectedworksofliterature,films,andcultures,andhowthetopichasevolvedtoday.Theoriesandrepresentationswillberelatedtoreal‐worldissuesthroughdialogueandfocuson21stcenturyinbothWesternandnon‐Westernliteratures,films,andcultures.

CMPL200IntroductiontoComparativeStudies:LiteraturesoftheChild:TraumaandHealingThegoalofthiscourseistodevelopcriticalandcreativereading,thinking,andwritingskillsthroughdiscussionandanalysisofselectedtextsrepresentingchildhoodtraumawithafocusonethnic,class,gender,power,andglobalizationissues.Studentswillinvestigatethedifficultiesinherenttocertainchildhoodexperiencesandtraumasindifferentculturesandsocieties.Theoriesandrepresentationswillberelatedtoreal‐worldissuesthroughdialogueandfocuson21stcenturychildhoodexperienceinbothWesternandnon‐Westernliteratures,films,andcultures.(Althoughthetitleisthesame,someoftherequirementsinthis200coursearedifferentfromthe195FYS).CMPL200IntroductiontoComparativeStudies:CulturesinConflictThegoalofthiscourseistodevelopcriticalandcreativereading,thinking,andwritingskillsthroughdiscussionandanalysisofselectedtextsfromworldliteraturethatrepresentconflictinvarioussocialandculturalcontexts.Thepoems,plays,shortstories,novels,essays,andfilmschosenforthisclassshareanumberofthemes,whichwewilldiscussthroughoutthesemester,buteachworkisalsotheproductofauniqueculturalandhistoricalexperience.FromanancientWesternepiconwartoworksonpoliticalviolenceandglobalinequalitiesinthetwentieth‐century,wewilldiscussvariousrepresentationsofconflictexpressedinliterature:gender,power,nation,ethnicity,sexuality,class,language,etc.WewilltracetheseissuesinbothWesternandnon‐Westernliterature,film,andculture.

CMPL200IntroductiontoComparativeStudies:LiteraturesoftheBodyThegoalofthiscourseistodevelopcriticalandcreativereading,thinking,andwritingskillsthroughdiscussionandanalysisofselectedtextsfromworldliteraturethatrepresenttheBody.Thebooks,plays,shortstories,poems,essays,andfilmschosenforthisclassshareanumberofthemesincommon,whichwewilldiscussthroughoutthesemester,buteachworkisalsotheproductofauniqueculturalandhistoricalexperience.WewillbeginwithancientWesternviewsthatindicateourlong‐standingproblematicrelationshipwiththeBody,beitsymbolicorliteral.ComparingWesternviewswithnon‐Westernviews,wewilldiscussthedifferentrolestheBodyplaysinsuchtopicsasmorality,socialacceptance,fashion,genderandsexualities,self‐image,imagesofwar,memoryandloss.

CMPL299CriticalAnalysisThiscourseisnowrequiredforlowerdivisionmajorsintheLiteratureTrackandComparativeLiterature;inlightofthis,thecoursenumberhasbeenchangedfromEnglish390toEnglish299andCMPL299.Withtheexceptionofthosewhohavenotalreadytakenitbecausetheyarefulfillingtheircoursesaccordingtoapreviouscurriculum,sophomoresshouldtakethiscourse.Ourprimaryobjectiveistoexamineproblemsthatseemtoosimpletowastetimeon:WhatisthedisciplineofEnglish?Whatisliterature?Whatisdifference?Whatisastory?Whatisanauthor?Whatisinterpretation?Whatisdesire?Thesequestionsleadtothenatureoflanguageitself,andhowwords,orsigns,servebothaselementsinasymbolicsystemand,inAugustine’swords,things:“Thuseverysignisalsoathing,forthatwhichisnotathingisnothingatall;butnoteverything,[asistrueofwords],isalsoasign.”Asthetitlesuggests,centraltothiscourseisthepracticeofanalyzingtexts.Wewill,infact,lookatafewliterarytexts,butwewillreturntothemoverandoveragain,examiningthemthroughseveraldifferentlensessothatwecanseethedifferentpartsofliteraturethatcomeintofocusaswediscussthesedeceptivelysimplequestionsandthevariousliterarytheoriesthatscholarshavetested.Wewillbereadingclassictheoreticaltextsthatprovidetoolsforinterpretingliteratureaswellasafewliterarytexts.“Literatureisthequestionminustheanswer.”–RolandBarthes

CMPL400CapstoneSeminar:PoliticalFictionsWearefacedwithamultitudeoffictionseveryday:fictionsofadvertising,politicians,sitcoms,novels,relationships,movies,histories,mediareports,religions,andfictionsoflifeitself.Inmodernsociety,wehavecometoassociatetheterm“fiction”withuntruthormyth,butthewordhasitsrootsintheactofformingorcreating.ItcomesfromtheMiddleEnglishficcioun,whichderivesfromfictus,thepastparticipleoffingere,whichmeans“toform.”Thus,likethetruedefinitionoftheterm,“fiction”isanassemblageofconnotationslinkedwithcreating,shapingortelling.Inthisseminar,wewilllookatavarietyoffictions:novels,shortstories,poems,andfilmsinanattempttodiscernhowtheyhavebothshapedandbeenshapedbythemodernpoliticallandscape—perhapsitselfacollectionoffictions.TheCapstoneseminarwillsynthesizethevariousideas,concepts,approaches,andlanguagesstudiedthroughoutthestudent’sprogramandintroducestudentstograduate‐levelresearchmethodsandtheoreticalapproaches.TheCapstoneseminarwillserveasabookendforthe

majorinComparativeLiteratureandcapoffthestudent’sundergraduateeducationwithwritingaseniorthesis.DistinguishedFeaturesofthePrograma)Emphases:AdistinguishedfeatureofthisacademicprogramistheopportunitytodeclareanemphasiswithintheMajor.StudentsmaychoosebetweenaLiterature,CultureorLanguageemphasis.

AlthoughtheCorerequirementsforallthreeemphasesarethesame,studentswhochoosetheLiteratureemphasiswillfocusonthestudyofliteratureandliterarytexts,withacomparativeapproachandmethodologiestoexploreandadvancetheirtopicofchoiceforwritingtheirseniortheses.

StudentswhochoosetheCultureemphasiswillfocusonthestudyofmaterialrelevanttodisciplinesincluding,butnotlimitedto,literature,history,politics,sociology,artsorperformingartstoexploreandadvancetheirtopicofchoiceforwritingtheirseniortheses.

StudentswhochoosetheLanguageemphasiswillfocusonthestudyoftwoforeignlanguages,theirliteraturesandculturestoexploreandadvancetheirtopicofchoiceforwritingtheirseniortheses.

b)Electives:

AnotherdistinguishedfeatureoftheCMPLBaccalaureatedegreeistheopportunityforstudentstochoosesixelectivesamongtheofferingsofallinterdisciplinaryprogramsanddepartmentsatUSF.Studentsgreatlygainfromtheexposuretolearningfromdifferentmaterialandmethodologiesacrossdisciplines,adiversityofinstructors,theirresearchfields,andteachingmethodologies.

c)SeniorThesis

TheCapstoneseminar,whichservesasbookendoftheCMPLdegreewiththeopportunityforstudentstowriteasupervisedseniorthesis,isanotherdistinguishedfeatureoftheUSFCMPLprogram.Theseniorthesispreparesstudentsforgraduateresearch;itgivesthemtheopportunitytoworkonatopicthatreflectstheirpersonality,personalgoals,andendeavor.Thesesareoftenusedinsupportoftheirapplicationsforgraduateschooloraswritingsampleforajob.

C.NumberofMajors

Thefollowingtablespresentthenumbersofdeclaredmajorsandminorssinceinceptionoftheprogramin2006(updatedonNovember15th,2011).

Numbersincludeallstudentsenrolledeverysemesteruntilgraduation.

ACADEMIC CLASS GrandTotalPERIOD Freshman Soph. Junior Senior

Fall2006 1 2 1 4Spring2007 3 3 6Fall2007 1 1 4 6 12

Spring2008 2 6 6 14Fall2008 1 2 3 4 10

Spring2009 2 2 5 9Fall2009 1 3 2 5 11

Spring2010 1 2 5 4 12Fall2010 3 2 3 6 14

Spring2011 3 3 2 5 13Fall2011 3 5 4 12

GrandTotal 10 21 37 49 117

D.Numberofdegreesawarded

ThefollowingtablesillustratesthenumberofComparativeLiteratureandCultureMajorsawardedsinceinceptionoftheprogramin2006(updatedNovember15th,2011)

ETHNICITY

ACADEMICPERIOD GENDER AfricanAmerican

International

NativeAmerican White Grand

TotalSpring2008 M 1 1

F 1 1 2 4Spring2008Total 1 1 3 5

Spring2009 M 1 1 F 2 2

Spring2009Total 3 3Fall2009 M 1 1

Fall2009Total 1 1Summer2010 F 1 1

Summer2010Total 1 1Fall2010 F 1 1

Fall2010Total 1 1Spring2011 M 1 1

F 1 1Spring2011Total 1 1 2

GrandTotal 2 1 1 9 13

E.Enrollmentsandprojections

AlthoughtheCMPLprogramenrollsfewmajorseveryyear,ithashadasteadyenrollmentaveraging2or3majorseachyearsinceinceptionin2006.Becauseofitscurriculumdiversityandflexibility,theCMPLprogramhasgreatpotentialforenrollmentgrowth.

Atatimeofeconomicdownturn,withrecordhightuitionratesinthestatesystemononehand,andreductionsorcancellationsofclassofferings,studentswhocometoUSFdosotomaximizetheircollegeexperience.TheCMPLdegreeprovidestheflexibilitythatallowsstudentstofocusondevelopingabroadbasisofknowledgefromwhichtheywillbenefitinanyfutureacademicorprofessionalendeavors.

Itishardtoprojectanenrollmentincreaseinthenext5to10yearshowever,unlesstheprogramreceivestheappropriatemeansandsupporttoincreaseitsvisibilityandgrowth.

F.Curricularcontent

Curricularcontentofthecorecoursesforthemajorandminorisdeterminedeachyearthroughmeetingsanddiscussionswiththefacultymembersteachingintheprogram.Themesarebasedoncurrentandtimelyresearchofthefaculty'sandthestudents'interestsintoday'ssocietyandtheglobalworld.

Syllabi,readingassignments,numberofexams,endofsemesterclassprojects,classpresentations,allothercourserequirementsandclasspoliciesarecommonacrosssectionsofthesamecoursewithsomevariationsattheinstructors'discretionbasedontheirindividualpreferences,andresearchspecialties.

G.Curriculumandothersimilarprograms

ThisCMPLcurriculumissimilartomostundergraduateprogramsinCMPLnationallyandinternationallywiththeadvantageofitslocationinSanFrancisco.TheCMPLprogramatUSFattractsamorediversestudentpopulationwithincreasedinterestandsensitivitytoamulticulturalpopulation,itssocialandculturaldiversity,bringingawarenesstoissuesofsocialjustice,andthefightagainstdiscrimination,asreflectedinthegoalsandmissionstatementoftheUniversity.Additionally,theCMPLprogramtakesitsstrengthfromitsforeignlanguagebase.

H.Programphilosophywithregardtocoreandservicecourses

ThephilosophyhasbeentooffermultiplesectionsofservicecoursesintheCoreforLiteraturetoattractmajorsandminorsintheCMPLprogram.However,thisphilosophyhasnotprovedtobeanefficientrecruitmenttool.Thestudentpopulationinthesecoursesismostlycomposedofseniorswhotakethecoursetofulfilltheirliteraturerequirement.Moreover,thelargeenrollmentof40perclassdefeatsindividualattention,whichwouldfacilitaterecruitmentandpromotionoftheprogram.

TheCMPLprogramincludesonlythreecorerequiredcoursesatthreedifferentlevels:introductiontoComparativeStudies,CriticalAnalysis,andtheCapstoneseminar.Thefirstrequiredcourseisalsoaservicecourse,whichenrollslargenumbersofstudentsineachofitsmultiplesectionsmakingCMPLtheprincipalproviderofservicecoursesfortheLiteraturecoreintheCollegeofArtsandSciences.Thesecondcourse,CriticalAnalysis,iscommontoCMPLandEnglishmajors.TheCapstoneseminarhasbeenrunasdirectedstudiesbecauseoflowenrollmentsinthemajor.

Thepre‐requisiteforCriticalanalysis(CMPL299)isIntroductiontoComparativeStudies(CMPL200).Thepre‐requisitefortheCapstoneseminar(CMPL400)isCMPL299;Thepre‐requisiteforafifthandsixthsemesterofaforeignlanguageisthefirstthreesemestersofthatsamelanguage.Thepre‐requisiteforgraduationiscompletionandapprovalofsixelectivecourses,andaseniorthesis.

Studentstaketheirsixelectivesatthe300level,whichistheintermediatehigh,orlowadvancedlevel,dependingonthestructureofthedifferentprogramsandtheirnumberingsystems.Althoughofferedatamoreadvancedlevel,someofthesecoursesarealsoCollegecorerequirementswithanenrollmentcapat40studentsperclass.Whileprioritizingtheirareaofconcentration,werecommendthatstudentschoosetheirelectivecourseswithapreferenceforclasseswithlowerenrollmentcaps,butitisnotarulethatcanbeenforced.Overall,CMPLmajorsfulfillthemajorityoftheirelectivesinsmallerclasseswithacapat25.

Foreignlanguageclasseshaveacapat22.First,secondandthirdsemesterareoftenfilledtocapacityat22.Howeverenrollmentsdecreasedramaticallyinfourth,fifthandsixthsemestercourses,whichenrollInternationalStudies,CMPL,andlanguagemajorsandminorsonly.

TheCMPLprogramgreatlycontributestotheCollegeCoreLiteraturerequirementandtheCulturalDiversityrequirementbyoffering:oneFirstYearSeminar(CMPL195)eachsemester;3or4sectionsofIntroductiontoComparativeStudies(CMPL200)eachsemesterincludingonesectioninthesummer.WewouldliketothinkthatourofferingsofcoreliteraturecoursesincreaseourvisibilityoncampusandhelpusrecruitstudentsintotheCMPLmajorandminor.However,weconsiderthehighenrollmentceilingsetat40tobeaseriousobstacletosoundpedagogyinaliteratureprogram.EnrollmentsintheCorehoverattheceilinginvirtuallyeverysection,andsometimesexceedthelimit.Lackofindividualattentionintheselargeclassesalsoworksagainstpromotingourprogram.Theproportionofnon‐majorsinCMPL200classesrangesfrom39to1orless,anddoesnotfosterasuitablelearningenvironmentforCMPLmajors,notdoesitmakethemfeelathomeinthesecourses.Thefirstyearseminarsareamuchbetteroptionbuttheyareopenonlytofirstyearstudents.WearehopingthatthecreationofseminarsfortransferstudentswillhelpdevelopasenseofbelongingintheCMPLmajor.

TheFirstYearSeminars(CMPL195)counttowardtheLiteratureCoreandtheCulturalDiversityrequirements.Theirenrollmentceilingssetat16aredesignedforstudentsintheirfirstorsecondsemesteratUSF.TheFYSprovidesagoodsettingforrecruitmenttotheCMPLmajorandminor.TheFYSprogramatUSFisonlyfouryearsold,andwasuntilrecentlyrestrictedtofull‐timefacultyofferings.Therationalefortherestrictionwasduetoatrialperiodfordevelopingcurricula,andimplementationofthenewprogram;restrictionsonastipend($50perstudentenrolled)forextra‐curricularactivities,andtherequirementofincreasedcontacthourswithstudentsforoffcampusandextra‐curricularactivities.Howevertheprogramwasrecentlyopentoselectedparttimeadjunctfacultymembers.ShawnDoubiagowassolicitedtodevelopaFYSseminartobeofferedforthefirsttimeinthespring2012.OurplanistoincreaseofferingsofFYSeverysemester.WhilecontinuingtocontributetotheCollegeCoreCurriculum,thedevelopmentandimplementationofFYScanoffsetthehighenrollmentsofCMPL200.Wearecommittedtodevelopingmorereasonableminimumandmaximumenrollmentcapsinourcoursesbecauseitaffectsthequalityofourteachingaswellasstudents’learningoutcomes.Themaximumenrollmentinour200coursessetat40istoohigh.Conversely,wehavetoresorttoteachingtheCapstoneSeminarasdirectedstudiesbecauseenrollmentsarefewerthan7.Studentsinaclassof40donotgettheattentionneededforacoursewithanintensivereadingandwritingcomponent.StudentswhohavetoresorttoDirectedStudieswhenaclassiscancelleddonotgettheclassexperienceandthecontacthourstheyneedtoachievetheirlearninggoals.Facultymembersareaversetoteachingverylargeclasses,aswellasmultipledirectedstudies,whichrepresentanextraordinaryamountoftimeinadditiontotheirregularteachingloads.LargeenrollmentcapsinCMPLcorecourseshavebeenusedasbargainingtoolsbytheFrenchlanguageprograminparticulartokeepitslow‐enrolledupper‐divisioncoursesrunning.TheCMPLprogramincreasesenrollmentsinfourthandfifthsemestersofforeignlanguagecoursesandpromotesminorsinlanguageprograms.AlthoughcollegialityamongthelanguageprogramsandCMPLisgood,theMCLdepartmenthasnotcontributedsignificantlytopromotingtheCMPLprograminreturn.TheMCLprogramprimaryfocusisonrecruitingmajorsfortheirownaswellasofferingenoughcoursesinthetargetlanguagefortheirmajorsandminors.EachprogramalsohasalimitedofferingofliteratureandculturecoursestaughtinEnglishandopentothecorebutthebalanceintheofferingsofcorecoursesbyMCLincomparisontoCMPLisuneven.

i.Coherenceinmajorandminorrequirements:

Themajorandminorrequirementsarecoherentandconsistentinsequenceandnumber:

Introductorylevel:(CMPL200)IntroductiontoComparativeStudiesorCMPL195First‐Year Seminar;Intermediatelevel:(CMPL299)CriticalAnalysis(pre‐requisiteCMPL200or195)Advancedlevel:(CMPL400)Capstoneseminarandseniorthesis(pre‐requisiteCMPL299,andcompletionofelectivesandforeignlanguagerequirement).Choiceofsixelectivesissupervisedthroughmandatoryadvisingsessionseachsemesterduringpre‐registration.Eachelectivemustbechosenatthe300‐levelorabove(advancedintermediatelevel)andpetitionedforapproval,accordingtothestudent'semphasisandthetopicofhis/herseniorthesis.

IntroductiontoComparativeStudies(CMPL200)hasevolvedoverthepastfiveyears.Itstartedwiththetheme“Literaturesofthebody,“anewtheme“CulturesinConflict”hasbeenimplemented.Thetheme“LiteratureoftheChild:TraumaandHealing”wasofferedforthefirsttimeinSpring2012.

Thethemesofthecoursearebroadandsometimesincludefictionalworksthatwereofferedinprevioussemestersinoneormoresectionsofthecourse.However,thediversityofthecurriculumandthecomparativenatureofthecourseasprimarygoalalwaysbringsforthnewperspectivesofanalyzesamongthechosenworks.

Weeklyreadingandwritingassignmentsandexamsareconsequentlyupdatedfromsemestertosemesteraccordingtonewreadinglistsandthemes.Someassignmentsaredifferentacrosssectionstodiscouragestudentsfromsharinghomeworkfromsectiontosectionorsemestertosemester.Yet,thereisuniformityintermsofcourserequirements:9reflectiveentries,2midterms,oneclasspresentation,andanendoftheyearprojectarecommonrequirementsacrosstheboard.

Instructorsdonothavereadersorteachingassistants.Theyread,comment,andgradeallpaperssubmittedbystudentsthroughoutthesemester.

AlthoughFYShavetheopportunitytohaveastudentassistanttoattendtheirclassandserveasresourcepersonforboththeinstructorandthestudents,theCMPL200classesof40donothavestudentassistants.

StudentslearnaboutthedisciplineofComparativeLiteratureandCulture,itshistoricalrootsanddevelopmentsattheintroductorylevelinCMPL200and195.Trendsanddirections,toolsandmethodologiesarefurtherexploredandappliedinCMPL299(CriticalAnalysis).Studentsareexpectedtodemonstrateknowledgeandunderstandingoftheoreticalconcepts,applytoolsandmethodologytofictionalworkstheyanalyzeintheirseniorthesis.

Faculty'scollaborativework,consultationandmutualsupporthavebeenveryusefulandinstrumentalinadvisingstudents,helpingthemidentifyanddefinetheirresearchproject,aswellasinsupervisingtheirseniorthesisondifferenttopics.Studentsareoccasionallyreferredtoafacultymemberwhosespecialtyismoresuitabletoadvancetheirresearchtopics.

CorerequiredcoursesCMPL195,200,299areofferedtostudentseverysemester.CMPL400,Capstoneseminarisofferedeveryspringtograduatingseniors.However,wehavehadstudentswhoneededtograduateinthefallandtookCMPL400asdirectedstudyinthefall.

First,second,thirdandfourthsemesterofmostforeignlanguagesareofferedeverysemester.Studentsareencouragedtotaketheirlanguagerequirementsinconsecutivesemesters.LanguageprogramsofferingMinordegreesonly,sometimesmustofferfifthandsixthsemestercoursesasdirectedstudies.Sofar,moststudentshavechosenFrench,SpanishorGermanastheirforeignlanguageandschedulingoftheirupper‐divisionforeignlanguagecourseshasnotbeenanissue.

FacultymembersinCMPLareinvolvedinresearchinthefieldofComparativeLiteratureandCulture.Theypresentpapersatinternationalconferences(ACLA)andpublishscholarlyarticleskeepingupwithnewperspectivesintheirfield,incorporatingnewideasandknowledgeintheircoursecontentaswellaswithregardtomethodologiesofteaching.ThemesforCMPLcorecoursesareevaluatedandreconsideredfromsemestertosemester,sometimesdiscontinuedorimprovedwithnewmaterial.Newreadingassignmentsareintroduced,andsoareemergingauthorsasperthevarioussyllabiyouwillbeprovidedwithduringyourcampusvisit.

TheCMPLprograminvolvesundergraduatesinresearchthroughtheCapstoneseminarandwritingtheirseniortheses.Uponcompletionoftheirseniorthesis,andduringtheendoftheyearpresentationoftheirtheses,severalofthemhaveexpressedthedesiretogotograduateschool,andpursuetheresearchtheyundertookfortheirB.A.atUSF.Typically,studentswhohavecompletedtheirundergraduatedegreeinCMPLholdateachingjobinanemergingcountryand/ortheircountryoforigin.Othershavegonetograduateschool.GraduateswhorespondedtoinquiriesabouttheirpastandcurrentoccupationswereallworkingineducationandholdingajobforwhichtheirundergraduatedegreesinComparativeLiteratureandCulturepreparedthem.

J.AdmissionandTransferPolicies

ThereisnospecialtransferpolicyforstudentsenteringtheCMPLprogramanddeclaringamajororminor.StudentsareadmittedonthebasisofgeneraladmissionrequirementsfortheCollegeorArtsandSciencesatUSF.

AllstudentsdeclaringamajororaminorinCMPLmustfulfillthethreecorerequirementsforCMPLoutlinedinthisdocument,aswellassatisfyallotherCollegerequirements.

Iftransferstudentshavecompletedliteraturecourseworkinapreviousinstitution,theymaytransferupto12unitsofelectivestotheirCMPLdegree,providedthatsuchcoursesbeatthe300levelorequivalent,andcourseworkbecomparableinrequirementsandcontenttoelectivestheywouldotherwisetakeatUSF.StudentsmustpetitionfortransferringthesecoursesaselectivesandprovidethesyllabiandamajorpaperforeachcoursetocounttowardtheCMPLmajororminor.

Inaddition,studentsmusttakeaforeignlanguageplacementtest,whichwilldeterminetheirlevelofproficiency.IfstudentsscoreabovethelevelofproficiencyrequiredbytheCollege,theymustcompletethefourthandfifthsemesterofthesameforeignlanguage(300or400levelcoursestaughtinthetargetlanguage)requiredofallmajorsandminorsinCMPL.

Studentswhostudyabroadmayalsotransferupto12unitsintotheCMPLmajoratUSF.Typicallystudentswhogoabroadhaveacquiredproficiencyequivalentorabovethefourthsemesterandtransferoneortwoadvancedforeignlanguagecoursesatthe300level.

StudentswhostudyabroadinEcuadorinaServiceLearningprogramshavepetitionedfortransferringexperientiallearning.Suchtransfersarepetitionedbasedonsubmissionofajournalandothermajorpaperswrittenfortheprogram.ThecoursetransferredcountedtowardanelectivefortheCMPLdegree.

Sofar,studentstransferringintotheCMPLprogramhavenotexperiencedanyparticulardifficulties,nordotheygraduatelaterduetoCMPLrequirements.

K.Advising

StudentsmustconsultwiththeCMPLadvisoreverysemesterduringpre‐registrationtimetodiscusstheirprogress,theirchoiceofelectivecoursesfortheupcomingsemester,andplantheremainderoftheirstudentcareer.Studentsarepromptedbyanemailfromadvisortomakeanappointmenttwoweekspriortopre‐registration.Inaddition,juniorsandseniorsareinformedthattheymustscheduleadvisingsessionstodiscusstheirareaofconcentrationandidentifytheirtopicfortheirseniortheses.

Advisingreliesononefull‐timefacultymemberentirely,andisnotrewardedbythedepartmentortheadministration.InadditiontoadvisingCMPLmajorsandminors,thefacultymemberisanadvisorfortheFrenchlanguageprogram.AdvisingsessionsforCMPLmajorsandFrenchmajorsincludereviewofforeignlanguageplacementtests,processingwaiversandsubstitutionforms,informationaboutcoursecontentatthedifferentlevelsofCMPLcoursesandFrenchlanguagecourses,informationaboutstudyabroadprograms,unittransfers,etc.

AdvisingprocedurehasbeenimprovedandbetterimplementedforCMPLmajorsinlightofthefirstAssessmentreport(seeappendix).Suchprocedurewasdevelopedtobetteraddressstudentsneeds,keeptrackoftheirprogress,andinsurethattheyfulfillallrequirementstograduateontime.Advisingprocedurehasnotbeenevaluatedbyotherfacultymembersinthedepartment.Occasionally,parttimeadjunctfacultymembersreferstudentstothefull‐timefacultymemberforadvising.Thefull‐timefacultymemberinchargecontributestosummeradvisingfornewlyadmittedstudents,andhasreceivedadvisingtrainingsessions.Facultymemberhasbeenanadvisorformanyyears.

Adviseescanconsultwithfacultymemberduringbi‐weeklyofficehours,ormakeanappointmentatothertimesthroughoutthesemester.Studentscancommunicatewithadvisorthroughemailaswell.

SeniorstudentsareinvitedtoattendanindividualadvisingsessionattheendofthefallsemesteroftheirsenioryeartopreparefortheCapstoneseminar,andanticipateresearchfortheirseniorthesesinthespring.Studentsareaskedtosubmitanoutlineoftheirtopicfortheirseniorthesesbeforetheholidays.Thisadvisingsessionhasproventobeveryefficientforstudentswhohavenotyetdeterminedthetopicsoftheirtheses.FewhavetakenadditionaltimetoresearchtheirtopicsthroughthebeginningofthespringsemesterattheendofJanuary.

Becausetheprogramissmall,studentshavemultipleopportunitiesforone‐on‐oneinteractionswithadvisor,orinformalmeetingsbeforeorattheendofclasses,duringMCLevents,theMajor/Minorfairevents,andothercampusevents.Theprogramadvisorunderstandsthatanincreaseinthenumberofmajorsbeyondhercapacitytoadvisethemwouldbeproblematic.

L.OverallAcademicQuality

TheCMPLmajorpromotesacademicexcellencethroughchallengingcurriculaatthedifferentlevelsofitsrequiredCorecourses.StudentswhocompletetheB.A.inCMPLwillbeabletoengageknowledgeably,andcriticallyinreadingliteraryworks,andwritingaboutliterature,embracetherichdiversityofliterarytraditionsandcriticaltheories,matureascriticalreaders,thinkersandwritersaboutissuesofdiversityandsocialjustice.

Ourstudentsgraduatefromourprogramwithskillsincriticalanalysis,inconductingresearch,draftediting,andwithasensitivitytosocialjustice.BecausestudentsenrollinaCapstoneseminarduringtheirlastsemesterofstudy,theydevotethemselvestoresearchandwritingaseniorthesis.Intheprocess,theyacquirestrongworkethics,organizationalskills,self‐disciplineandmotivation,aswellasteamworkskillsthroughpeer‐editingandwritingworkshops.

ThefacultyinCMPLbelievestheacademicqualityoftheprogramincomparisontootherprogramsatUSFtobeverygood.Becauseofthesmallnumberoffacultyandmajors,consultationregardinganyissuearisingwithregardtoclassschedules,curriculumcontentanddevelopment,oranystudentrelatedissues,canbeaddressedandresolvedpromptly.

Thesmallprogram,(major/facultyratio),providesampleopportunitiesformajorstoexcelandthrive,aswellastoreceiveawell‐roundededucationthroughouttheirstudentcareers.Yet,studentshaveunlimitedaccesstootherprogramstodeveloptheirownspecialtyorfocus,andarenotlimitedbytheofferingsofasmallprogram.Students’seniorthesesfurtherdemonstratehighrequirementsandexpectationsassetforgraduatesintheCMPLprogram.

III.ASSESSMENT

TheCollegemandatedthatallbaccalaureatedegreeprogramsweretohaveassessmentplansinplacebeginninginFall2008.Departmentswerethentoassessathirdoftheirlearninggoalseachacademicyearaspartofathree‐yearassessmentcycle.Wearecurrentlyinthemiddleofthethirdyear.TheCMPLassessmentplanisincludedinAppendix.ThesecondyearassessmentreportfortheCMPLprogramwillbepostponeduntiltheendofSpring2012.PleasereporttosectionD.Advisingwhichstatestheprocedurenowimplementedforadvisingstudentstohelpthemwithidentifyingtheirareaofconcentration,choosingtheirelectivesandoverallenhancestheirexperienceasCMPLmajoratUSF.

AdditionalinformationrelevanttoimprovinglearningoutcomesandthecreationoffirstyearseminarscanbefoundH.Programphilosophywithregardtocoreandservicecourses

IV.FACULTY

A. Demographics

AnneMairesseProfessor(1992‐present)Professor,TeachesFrenchandComparativeLiteratureandCulture,andisProgramDirector.StudiedColumbiaUniversityandgraduatedfromtheUniversityofParisVII–DenisDiderot.ShereceivedherDoctorateandPost‐DoctoralAccreditationtoDirectResearch(HDR)in2000.Herresearchspecialtyis20th/21stCenturyFrenchandComparativeLiterature,Poetry,andFilmstudies.ShawnDoubiagoAdjunctProfessor(2008‐present)ShawnDoubiagoreceivedherPh.D.inComparativeLiteraturefromUCDaviswithtwodesignatedemphases:FeministTheoryandResearchandCriticalTheory.SusanneHoelscherAdjunctProfessor(2008‐2009)AdjunctProfessor,istheMCLGermanCoordinator.ShecompletedherPh.DintheGermanProgramattheUniversityofCalifornia,Davis,withanemphasisinCriticalTheory.InadditiontoreceivingtwoteachingcredentialsandanM.A.inGermanfromSanFranciscoStateUniversity,shealsocompletedtheErsteStaatsexamenattheWestfälischeWilhelmsUniversitätMünster,Germany,withamajorinGermanandHistory.

AnnabelLeeAdjunctProfessor(2011‐present)AdjunctProfessor,graduatedfromtheUniversityofSanFranciscowithaB.A.inFrenchLiteraturein2001whereshewaspartofprogramssuchasErasmusandstudyabroadinParis.AfterfinishingherM.A.inFrenchLiteratureatSanFranciscoStateUniversity,shemovedtoParistopursueaD.E.A.(Diplômed'EtudesApprofondies)attheUniversitédeParisVIIIandtheEcoleNormaleSupérieure.SinceParis,AnnabelhasbeenteachingFrenchandpursuingherPhDattheUniversityofCaliforniaDavis.Herinterestsareinmusicand20thcenturyFrenchliterature.LuisRamosAdjunctprofessor(2010‐2011)LuiswasappointedAssistantprofessoratNYUinfall2011.AnaRaquelRojasAnaiscurrentlyteachingCriticalAnalysis(Spring2012)2011‐2012‐TermAssistantProfessorintheDepartmentofRhetoricandLanguagesattheUniversityofSanFrancisco.BeforejoiningthefacultyatUSF,shewasanAssistantProfessorintheDepartmentofEnglishandTheatreattheUniversityofScranton,inPennsylvania,whereshetaughtcomposition,literature,feminist,genderandsexualitystudies,andIgnatianpedagogy&thefirst‐yearstudentexperience.SheearnedherB.A.inComparativeLiteratureattheUniversityofCalifornia,Irvine,andherM.A.andPh.D.inComparativeLiteraturefromCornellUniversity,whereshespecializedinDecadentliteratureinEnglish,French,andItalian.Herfocuswasthestudyofthefigureofthefemmefataleinfin‐de‐siècleliterature.Hermostrecentarticle,“TheMustachioedWoman,orTheProblemofAndrogynyInVictoriaCross’SixChaptersofaMan’sLife,”recentlyappearedintheOctoberissueofCahiersVictoriensetÉdouardiens.RuthStarkmanAdjunctProfessor(2006‐2009)PhDsinComparativeLiteratureandPhilosophyfromSUNY/BuffaloandBerkeley,respectively.ShetaughtComparativeLiteratureatUSF,Utah,UCLA,BerkeleyandStanford.Inadditiontoherarticlesonliterature,filmandliterarytheory,sheistheauthorofthreebooks,DerGermanischeHobbes1991,MartinBuberandtheOneStateSolution1997,acollectionofessays,TransformationsoftheNewGermany,2006andhasforthcomingbook,HannahArendtandtheRhetoricofBrotherhood,2012.ElizabethWing‐PazAdjunctProfessor(2010‐present)ElizabethWing‐PazhasaPhDinComparativeLiteraturefromUCDavis,anMAinSpanishfromtheUniversityofCincinnati,andaBAinEnglishandSpanishfromtheUniversityofSanFrancisco(Classof'90!).ElizabethcurrentlyenjoysteachingIntrotoComparativeStudiesforthePrograminComparativeLiteratureandCultureatUSF.InadditiontobeinganadjunctinstructoratUSF,sheteachesintroductorycoursesinHumanitiesandPhilosophyforBerkeleyCityCollege.

ShanleyJacobsProgramAssistant(2011‐present)ShanleyJacobsstudiedcreativewritingandliteratureatDrakeandOxfordUniversity.SheholdsanMFAinPoetryfromVirginiaCommonwealthUniversityandaCELTAcertificateinESLinstruction.ShehastaughtESLinKoreaandiscurrentlytheProgramAssistantfortheDepartmentofModernandClassicalLanguagesattheUniversityofSanFrancisco.HerpoemsandbookreviewshaveappearedintheHelenBurnsPoetryAnthology:NewVoicesfromtheAcademyofAmericanPoets’UniversityandCollegePrizes,1999‐2008,GulfCoast,Periphery,andBlackbird.

B. Teaching

Thefollowingtablesshowstudentcredithours,numberoffacultymembersteachinginCMPL,andcredithoursperfacultyforeachsemestersinceinceptionoftheprogramin2006.Adjunctparttimefacultymembersarelimitedtoteachingtwocoursespersemester.Thereisonlyonefull‐timefacultyintheCMPLprogram.ThisfacultymemberteachesonecourseinCMPLandonecourseintheFrenchprogrameachsemester.ThisfacultymemberwastheonlyoneauthorizedtoteachaFirstYearSeminaruntil2010,whenselectedadjunctpart‐timefacultymemberswereallowedtosubmitproposals.ThisexplainsthedifferenceinenrollmentfiguresbetweenCMPL195startingin2009with16students,andCMPL200,whichenroll40students.

SumofSCH TERM

FAC_NAME 06F 07I 07SP 07SM 07F 08I 08SP 08SM 08F 09I 09SP 09SM 09F 10SP 10SM 10F 11SP 11SM 11F 12SP Total

Doubiago,S 164 324 304 160 312 324 152 328 248 2316

Hoelscher,S 156 176 160 12 504

Lee,Al 156 156

Mairesse,A 2 152 68 52 64 36 148 522

Nickels,J 140 140

Ramos,L 156 156

Starkman 168 140 184 104 188 4 172 116 172 168 104 172 4 912

Wing‐Paz,E 160 156 164 168 164 812

C. FacultyWorkloadandtheCurriculum

ThenumberoffacultyintheCMPLprogramisnotadequateconsideringthehighnumberofstudentsenrolledinourCoreLiteraturecourses(250studentsormoreeachyear).Thereisonlyonefull‐timefacultymemberactingasdirectoroftheprogram.ThisfacultymemberalsoworkfortheFrenchprogramandsplitsherteachingloadbetweenFrenchandCMPL,teachingonecourseineachprogrameverysemester.TheCMPLprogramisingreatneedofanotherfull‐timefacultytoteachCMPLcoursesexclusively,andattendtoalltasksrelatedtotheprogram.Thecurrentratiopart‐timetofull‐timefacultyis3to1andneedstobereducedtoaminimumof2and2,orbetter.Theaddition

ofonefull‐timefacultymemberwouldhelpwithstudentadvising,astrategicplanforcurriculumdevelopment,andimplementationofon‐campusandextra‐curricularactivitiesthatwouldbringvisibilityoftheprogram.

D. FacultyDiversityandContributionstootherprograms

TheCMPLprogram’sdiversitystartswithitsfaculty.CMPLfacultymemberscomefromdifferentlinguisticandculturalbackgrounds(France,Germany,LatinAmerica,USA).Theiracademicspecialtyandresearchinterestsarerichanddiverse,whichenablethemtoimplementtimelytopicsreflectingcurrentacademicresearchinthefieldofComparativeLiteratureandCultureandtheremappingoftoday’sglobalworld.Subjectmattersinclude:theHuman‐AnimalRelation;WomenandViolence;LiteraturesoftheChild:TraumaandHealing;CulturesinConflict;LiteraturesoftheBody.Ultimately,studentsinCMPLbenefitfromthediversityofitsfaculty,andtheirmultipleteachinginterestsversedinliteraryworksfromdifferentoriginsandregionsoftheworld,‐‐keepinginwiththemissionstatementoftheUniversity,andaJesuitInstitution.Assignmentofcoursestoadjunctfacultyisregulatedbytheteachingloadallotmenttopart‐timefaculty,aswellastheprogram’sneeds.Part‐timeadjunctfacultymembersarelimitedtoateachingloadoftwocoursesmaximumpersemester.Foreconomicreasons,adjunctfacultymemberssecureadditionalemploymentatotherteachinginstitutions.TheirinvolvementanddedicationtotheCMPLprogramislimitedbytheirpart‐timestatusandcommitmentsoutsideofUSF.Accordingtoseniorityandteachingeffectiveness,oneadjunctfacultymemberwasinvitedtodevelopaFYS.ItisourhopethatfacultyinvolvementintheCMPLprogramcanbefurtherenhancedwiththeopeningofafull‐timeposition,whetheritisaTermappointmentofatenurelineposition.

E. RelationshipwithOtherDepartmentsandPrograms:

Onefull‐timefacultymemberinCMPLcontributestotheFrenchprogram,theFilmStudiesprogram,andTheEuropeanStudiesprogram.AnnabelLee,anewhirefortheFrenchprogramalsocontributesonecoursetoCMPL.ElizabethWing‐Paz,alsoapart‐timefacultymemberforCMPLteachesonecourseintheStIgnatiusInstitute.Inthepast,SusanneHoelscher,part‐timeinstructorandcoordinatoroftheGermanprogramhastaughtintheCMPLprogram.RuthStarkmanusedtoteachinCMPLandthePhilosophyprogram.LuisRamostaughtCMPLandSpanishcoursesforoneyear.V.STUDENTSAlthoughtheCMPLprogramenrollsfewmajorseveryyear,ithashadasteadyenrollmentaveraging2or3majorseachyear.RetentionofCMPLmajorsisexcellent.Allbutonestudentovertheyearsfailedtograduate.AfewstudentswhodeclaredamajorinCMPLweredouble

majorsanddecidedtofocusontheirprimarymajorotherthanCMPLinordertograduateontime.

SeveraldeclaredCMPLmajorsaretransferstudentswhowelcometheflexibilityoftheCMPLprogramtopursueadisciplineorareaofstudyinwhichtheywerealreadyengagedintheirpreviousinstitution.Overthelastthreeyears,morestudentshavejoinUSFafterstudyinginJuniororCommunitycolleges,wheretheyhadcompletedaminimumoftwoormoreyearsofstudy.Typically,suchstudentsareolderandmoreengagedindefiningtheirpersonalgoalsfortheircollegeeducation.TheychoosetheCMPLmajorbecauseitallowsthemtoconcentrateonthecoursesthatmattermosttothemtooptimizetheircollegeexperience.

SeveralstudentshavedeclaredaCMPLmajorsafterswitchingfromanEnglishmajor.Typically,suchstudentsseekgreaterdiversityofresearchtopicsinworldliteraturesandcultures,andareinterestedincomparativestudiesacrossdisciplines.Thesestudentsareintheirjunioryear,andhavecompletedseveralliteraturecoursesintheEnglishdepartment,whichtransferaselectivestowardtheCMPLdegreeprogramwithoutpostponingtheirgraduationdate.

ThegreatmajorityofstudentswhodeclareaCMPLmajorarematureindividualsorindependentthinkersinterestedindeveloping,andresearchingatopicoftheirownchoosing.Hence,student'sretention,andstudent'scompletionofthedegreeinCMPLarenotanissue

a. DiversityandInternalization

EnrollmentintheCMPLprogramreflectsthediversityoftheuniversitystudentpopulationwithanoverallmajorityoffemalestudents,andfewermalestudents.OurstudentpopulationhasbeenlargelyWhite,buthasalsoincludedAfricanAmerican,NativeAmerican,European,andotherinternationalstudentsasshownbelow:

ETHNICITY ACADEMICPERIOD

AfricanAmerican Asian Hispanic

orLatino Intl NativeAmerican Unknown White Grand

Total200640 1 1 2 4200720 2 1 3 6200740 2 1 2 1 6 12200820 2 2 2 8 14200840 2 1 1 6 10200920 2 1 1 5 9200940 2 1 2 1 1 4 11201020 3 2 2 1 1 3 12201040 2 2 2 2 1 5 14201120 2 1 4 1 1 4 13201140 2 1 4 1 4 12

GrandTotal 22 8 18 14 4 1 50 117

b. StudentData:ForeignLanguage;EmphasisandTitleofSeniorThesis

Classof2012DavidCarillo:French;CultureEmphasis(Titlenotyetavailable)CarolineKangas:Spanish;LiteratureEmphasis(Titlenotyetavailable)Yi‐XuanLau:French;LiteratureEmphasis(Titlenotyetavailable)KatherineLenoxJan:Spanish;LiteratureEmphasis(MinorinCMPL)Classof2011:NoemiClark:Spanish;LiteratureEmphasis;TitleofSeniorThesis:“UnamunoandMachadoagainstthestate”TanyaHerrera:Spanish;LiteratureEmphasisTitleofSeniorThesis:“ElPreciodeSangreYSilenciofueelCostodemiVIvir:ASalavadoranCivilWarNarrative”CharlieMostow:Spanish;CultureEmphasis;TitleofSeniorThesis:“EmpiricalEmphasisinRapMusic”Classof2010:MarisaFiorino:Spanish;LiteratureEmphasisTitleofSeniorThesis:“CulturalandArtisticInfluencesinthePoliticsofLatin‐America”KelseyHenderson:Spanish;LiteratureEmphasisTitleofSeniorThesis:“TheRelevanceofBorgesinLatinAmericanLiterature”GretchenWearne:French;LiteratureEmphasisTitleofSeniorThesis:“ColonialismintheFrancophoneliteratureofAfrica”Classof2009:EzekielCrago:German;LiteratureEmphasisTitleofSeniorThesis:“LiteratureofIdentity”ElisaJennings:French;CultureEmphasis;TitleofSeniorThesis:“TheInterplayofGender,Value,andExistenceinMyths,FolktalesandFairytales”

AnnaNewell:French;LiteratureEmphasis;TitleofSeniorThesis:“IdentityoftheStrangerinAlbertCamus”RyanScott:French;CultureEmphasisTitleofSeniorThesis:“CulturalIdentityandGender/SexRolesinFrenchColonialism”RachaelTang:French;LiteratureEmphasisTitleofSeniorThesis:“SpiritualCommensalityandCosmicOrder”

VI.PROGRAMGOVERNANCE

TheCMPLprogramishostedintheMCLdepartment,butMCLdoesnotmakedecisionregardinggovernanceoftheprogram.DecisionsaremadebyAnneMairesse,directoroftheprograminconsultationwiththeadjunctfaculty.Thechairsorco‐chairsoftheMCLdepartmentholdonemeetingamontheachsemester.Thedepartment’sfull‐timemembersareexpectedtoattend,buttheadjunctsarenotsoobligated.Bycomparison,CMPLadjunctfacultymembershaveamuchgreaterparticipationtoMCLdepartmentmeetingsthanadjunctfacultymembersinLanguages.

a. GovernancestructureoftheCMPLprogram:

TheCMPLprogramasawholemeetsaminimumofoncepersemester.AnneMairesse,directoroftheCMPLprogramholdsonemeetingbeforethebeginningofeachsemesterwithalladjunctfacultymembers.ShawnDoubiagowhoteachestwoCMPLcoursesparsemesterandAnneMairesse,areincontactonceortwiceaweektodiscussmattersrelevanttotheprogram.OtheradjunctfacultymemberswhoteachonlyoneCMPLcourseanddonothavetheflexibilitytomeetonaregularbasiscommunicateeitherindividuallyorcollectivelybyemailduringthesemester.Adjunctfacultymemberswhonolongerteachintheprogramarealsoconsulted,whenbychoice,theyremaininvolvedintheprogram.

Duringthesemeetings,readinglistsforthedifferentsectionsofCMPL200arediscussedandrevised.Additionally,AnneMairessemeetswiththeinstructorwhoteachestheCapstoneseminaratthebeginningofthespringsemestertodiscussandrevisethereadinglist.AlthoughthethemeoftheCapstoneremainsPoliticalFictions,thesyllabustakesintoaccountthestudent’stopicsfortheirtheses,andnewreadingmaterialisintroducedtobestsuittheirneeds.

AdjunctfacultymembersareverymuchapartofthesuccessoftheCMPLcurriculumanditsgovernance.Adjunctfacultymembershavecontributedtremendouslytoitslivelihood,andtoimplementingattractivetimelytopicsinitscurriculum.Adjunctfacultymemberscollaborateonchangesmadetosyllabiandreadingassignmentlistseachsemester.Theysharetipsandcollaborateonteachingmethodologiesaswell.Adjunctfacultymembersareoftensolicitedonvarioussubjectsrelatedtotheworkingsoftheprogram,aswellasforcurriculumchangesbasedoftheirpersonalresearchandinterests.ThecollaborationamongfacultymembersteachingintheCMPLprogramissupportive,yetcommunicationcanbetoolimitedduetotheircommitmentsoutsideoftheuniversity.

b. Staff

Thereisonefull‐timeprogramassistantforthedepartmentofModernLanguages,ShanleyJacobs.ShehastwostudentassistantsworkingunderherMondaytoFridaybetweenthehoursof12:00and3:00pm.TheProgramAssistantoverseesprojectsfortheCMPLprograminadditiontotheMCLdepartment.CollageandEktronwebpageupdatingLanguagePlacementexamscoresBulletinBoardTheMailroomandmainofficeGraduationcenterupdatesFacultyandStudentsneedsProcessingoflanguagewaiversandsubstitutionsTheturnoverratefortheprogramassistantpositionhasnotbeenhighinthepast.BeforeShanleyJacobswashiredin2011,thepreviousprogramassistanthadbeenworkinginthepositionforfouryears.However,thestudentassistantpositionshaveamuchhigherturnoverrateduetostudentgraduation.Onaverage,therearetwostudentassistantshiredandtrainedintheMCLdepartmenteverythreetofoursemesters.TheProgramAssistantstrivestohireassistantswhoareinthefirstofsecondyearoftheirstudiessoastolimitfrequentturnover.Hiringoffirstyearstudentsforevenminortaskscanbeproblematic.Althoughverywillingtohelp,theyhavenoformaltrainingwithperformingofficework,filing,formatting,orevenwriting.InadditiontheyarenotfamiliarwiththeUSFenvironment.VerylittlehelphasbeenrequestedovertheyearsandsinceinceptionoftheCMPLprogramfromassistantand/orstudentassistants.TheCMPLprogramdoesnotrelyontheMCLdepartmentofficefortheeverydayworkingsofitsprogram.TheCMPLprogramwouldliketoreceiveassistancefromthedepartmentalofficethroughhiringastudentassistantdedicatedtoCMPLforacoupleofhoursaweek.Undersupervisionoftheprogramassistant,thestudentwouldmaintaintheCMPLwebpageandcontributetootherneedsspecifictotheprogram.

c. TechnologyandInformationalResources

Formostlanguageandliteratureclasses,studentsarerequiredtohavegeneralcomputerskills,suchasknowledgeofMicrosoftWord,PowerPoint,andBlackboardinordertotypetheirpapersandperformtheirclasspresentations.AllinstructorsinCMPLresorttoUSFconnect/Blackboardforpostingcoursedocuments,,gradingpapersinthegradecenter,andcommunicatingwiththeirclassesthroughoutthesemester.AllstudentsuseBlackboardforcommunicationwiththeirinstructor,BB/Turnitinforon‐linesubmissionoftheirpapers,andexchangingideasontheDiscussionBoard.Papersubmissionshavebeeneliminatedtomaximizeclass‐timeandbeeco‐friendly.OtherfeaturesonBlackboardincludingSyllabipostingandotherannouncements,Coursedocuments,Blogs,Wikis,etcarecommonlyusedbyallandinallCMPLcourses.BlackboardisalsocommonlyusedinSmartclassroomsasteachingmethodologyforpowerpoints,videoprojections,andotherteachingresourcesmadeavailablethroughtheportal.

d. Facilities

SincetheopeningofKalmanovitzHallinFall2008,officespaceforfull‐timefacultyandtheMCLDepartmentofficehasbeensatisfactory.Officespaceforpart‐timefaculty,whichrepresentsthemajorityofthefacultyteachinginCMPL,ishighlyproblematic.Currentlyadjunctpart‐timefacultymembersinCMPLsharecubiclesonthefourthflooroftheLibrarywithotheradjunctsfromseveralotherdepartmentsandprograms.Studentsdonothaveaccesstothefourthfloorunlesstheirinstructorisexpectingthemandletsthemin.Accesstocomputersisverylimited.Spaceiscrampedandloudattimes,andnotsufficientlyprivateforofficehours,conversationswithstudents,orclasspreparation.CMPLpart‐timefacultymemberswhoalsoteachinotherprograms(French,StIgnatiusInstitute,Spanish)shareadifferentofficespace,andtheirpathsmaynevercross.NothavingoneofficededicatedtotheCMPLprogrampreventsfacultyfrominteractingfreely,butalsofromkeepingadvisingdocumentsandotherfilespertainingtostudentsintheprogramallinoneplace.CMPLadjunctfacultymembersalsosharethesamemailslot(oneslot)inthemailroomofKalmanovitchwithalltheotheradjunctsoftheMCLdepartment(47ofthem!)eventhoughtheirofficespaceiseitherinthelibrary,theStIgnatiusInstitute,oradifferentbuilding.

TwoconferenceroomsonthethirdfloorofKalmanovitzareofadequatesizeforsmallgatheringsandmeetings,butnotalwaysavailable.Theseroomsareveryoftenusedasclassrooms.ThereisnodedicatedspaceforMCLsuchasaloungeofanysort,whichcouldalsobeaccessibletotheCMPLprogram.

e. TheWritingCenterStudentshaveaccesstotheLearningandWritingCenter(LWC)forsupportwiththeirwriting.Therealproblemisthecapof40inourcoreclasses,whichistoohightofollowuponreferralsmadeforthemattheLWC.Unlessstudentsrequesttutorsontheirown,andarediligentaboutsecuringappointments,andworkattheLWCtoimprovetheirwritingskills,theycanonlybeencouragedtogo.Oftentimes,studentsdonottakeadvantageofthisopportunity.AgreatmajorityofstudentsinneedofsupportwithwritingarestudentsforwhomEnglishisaforeignlanguage.Typically,theydonotcomeforwardaskingforhelp.Theirgradeexpectationforacorerequiredcourseinaclassof40isnothigh,andnotalwaysconsideredessentialfortheiracademicsuccessatUSF.

f. ClassroomEquipment

Theuniversityhasgreatlyincreasedthenumberof“smartclassrooms”thatarefullyequippedwithcomputerandInternetaccess.Whentheseparticularroomsareavailable,ourneedsaremet.Unfortunatelyclassroomshortagehasworsenedovertimeandmanyfacultymembershavebeengreatlyinconveniencedintheirteaching.Theyareroutinelyaskedtochangetheirscheduletolessdesirabletimes,and/orhavetoresorttoteachinginaclassroomwithlimitedornocomputerequipment.Severalroomshavefixeddesksandchairs,whichseverelylimitsoptionsforstudentinteractionsandparticipation.OtherlargeclassroomswhichaccommodateourCoreLiteratureclasseswithacapof40studentsareequippedwithlargeheavytablesandchairs,whichdonotallowforpossibleroomreconfiguration.Theseclassroomsarelessthanadequateforteachingliterature.Theypromoteteacher‐centeredteachingstyles.Theypreventsmallgroupdiscussion,andgreatlyrestrictthealreadydifficulttaskofimplementingstudent’sinteractionsandparticipationinclassdiscussions.Finallythelocationofclassesisaparticularchallengeforinstructorswhoteachtwoclassesback‐to‐back.The10minutesin‐betweenclassesisnotenoughtimetogetfromoneendofcampustoanother,muchlesstobootupandshutdowncomputers,projectorsandothermediaequipmentusedforteachingeffectiveness.Thecurrent“roomcrisis”oftendoesnot

permitthesameinstructortoteachdifferentclassesatthesamelocationoncampus,letaloneinthesamebuilding.Finally,thefrequenciesinwhichcomputerfailures,audio‐visualmalfunctions,andlackofsupportoccurwhileinaclassroomarehigh.Thereisvirtuallynosupportafter4:45pmforanyeveningclass.WhencontactwithInstructionTechnologyServicescanbeestablishedwhilerequestedinaclassroom,helpcanbeanoshow,ora“can’thelp.”Instructorsarestronglyinconveniencedwhentheycannotcompletetheirlessonplanbecauseofcomputerequipmentmalfunction.

VII.COMPREHENSIVEPLANFORTHEFUTURETheCMPLdegreeprogramwouldliketoaddressthefollowingissuesinthefuture:•GoalsfortheMajor:developstrategiesforrecruitment,andvisibility..•Strengthentiesanddevelopstrongercollaborationwithinterorpost‐disciplinaryprogramsofpostnationalstructureatUSF.•Sharetheprogramneedsforelectivesthatpromotepostnationalliteraturesandcultures,alcomponents,andincludeanalytical,criticalreadingandwriting.•Requestafull‐timepositionwhetheritistermortenurelinetoinsurefullcollaboration,participationanddedicationofonefacultymembertotheprogram.•WorkmorecloselywiththedepartmentofRhetoricandCompositionanddevelopcross‐curriculumcoursestoincorporatetopicsforwritingwithacomparativefocus;writingcritical,analyticalorinterpretativeanalyses.(AnewRHETcoursewithafocusonwritingliteraryanalysesiscurrentlysubmittedtotheCurriculumCommitteetobeofferedinfall2012).•FocusonFirstYearSeminarstorecruitCMPLmajorsandminors.•IncreasenumberofFYSeachsemesteranddevelopnewtopics.•DevelopandimplementTransferStudentSeminarsasrecruitmenttool.•OrganizeinformationsessionsonCMPLdegrees. •OutreachtoCommunitycollegestoadvertiseourprogram.

•TheCMPLcurriculumoffersgreatflexibilityforstudentstodefinetheirareaofconcentrationandidentifythetopicoftheirseniorthesis.However,wehaveidentifiedthedifficultystudentssometimesencounterinhavingtoomanychoices,orfeelingisolatedfromoneanotherwhenfocusingontheirindividualtopics.Weneedtoorganizesocialgatheringsformajorsandminorssotheycanmeetandcommunicateonaregularbasis.SeniorsaregatheredintheCapstoneseminarduringtheirlastsemesteratUSF,butsomedidnothavetheopportunitytomeetoneanotheruntilthen.Informationmeetingsmaybeanotherwaytoincreasestudents’interactionsamongthemselvesandwithCMPLfaculty,fosterasenseofcommunity,andincreaseourvisibility.•EstablishpersonalcontactsandincreasecommunicationwithfacultymemberswhoteachcoursesthatareoftenchosenasElectivesbyCMPLmajors.Opencommunicationwiththefacultywillcontributetoenhancingthestudents’learningexperienceintheirclasses,andbetterachievetheirgoals.Student’ssenseofbelongingwillincreaseifhis/hermajorisbetterknownandrecognizedbytheinstructorsofotherdepartmentsandprogramsfromwhomhetakeshis/herelectives.•Co‐sponsoreventswithotherprogramssuchas,forexample:TheHighteaevent;TheFilmseries,creativespeciallectures,etc.)•TalktootherlikelyprogramsandadvisorsaboutthedesirabilityofaCMPLmajorinconjunctionwiththeirs.Exploreconnectionswithgraduatecomparativeliteratureprograms.PublicizeourprogramforhiringperspectivesofourgraduatesintheBayareabutalsoforinternationalemployment.

APPENDICES

OriginalDocumentofAssessmentPlanforthePrograminComparativeLiteratureandCulture(created2009)Goal:Toengageincomparativeanalysisofliterarytextsandotherculturalartifactsthatseektoenhanceourunderstandingofcross‐nationalculturalcommonalitiesanddifferencesDefined:Todemonstrateabasiccriticalabilitytoidentify,evaluate,andcomparetheideasandformalfeaturesofmajorartisticworksandfigures,thecontextsinwhichtheyareproduced,andtheperspectivestheyrepresent.MeasurableOutcomes:

a. Applyanalyticalskillstotheinterpretationofawidespectrumofculturalphenomena,includingliterature,art,music,filmandpopularmedia.

b. Identifyandcomparemajorartisticandculturalfiguresofdifferentregionsoftheworld,showingsensitivitytothepluralityofmeaningstheyoffer.

c. SituatetheArtsinthecontextoftheirhistorical,cultural,andaesthetictraditions,whilerecognizingthelimitationsofsuchcategorizations

PerformanceRubrics:

VeryPoorAchievementofOutcome AverageAchievementofOutcome VeryGoodAchievementof

Outcome

Studentsstillstrugglewhentryingtoanalyzecomplexmaterial;adependenceonbook

reportversusargumentandaninabilitytodeveloptheirownthesiswhenask

towriteordiscussindependentideas.

Studentscanevaluateandcomparetextsthrougharangeofcritical

approachesandcanapplyanalyticalstrategies(learnedthroughliteraryanalysis)tonon‐literarytextsofa

designatedregionorpartoftheworld,includingnewsmedia,film,advertisements,visualarts,

performance,etc.Studentscandevelopandcarryoutindependentreadingandresearchbeyondtheknowledgeand

understandingprovidedintheclassroom.

Studentscanevaluatethefunctionofdifferentstylisticdeviceswithinatextandcanuncovernuancedandmultilayeredmeaningsandcomplexitiesofatext(orartisticwork)throughvariousmodesofinquiry.Theycanbegintoassesscompetingclaimsofinterpretation

ofatextorotherworkorartindependentlyandwith

confidence.

Studentshaveonlythemostcursory

understandingofessentialworksandfiguresrelativetoaregionoftheworld,withinagenre,orrelativetoatheme.Mistakeindifferentiatingbetweenculturesoccuroften.

Studentsdemonstratesanunderstandingofmajorartisticworksandfiguresaswellastheessential

characteristicsthatenablestocomparetrends,periods,movementsornameswithinanintellectualtraditionofacountryorregionoftheworldthat

influencethem..

Studentsdemonstrateadepthofknowledgeandbreadthto

comparemajorartisticworksandfiguresofacountryorregionofthe

world.

Studentsbluressentialdistinctionsbetweenculturesofdifferentregionsofthe

world.Alackofsophisticatedthoughtisoftenlinkedtosloppiness,disinterestand

repetitiveerrorsinargument.

Studentsrecognizekeytermsspecifictoacultureandregionoftheworld.Theycancompareandcontrastartisticworksfrom

differenteras,includingthosethatrepresentimportanttrendsandmovementsfromthesameperiod,whilealsodemonstrating

knowledgeofthesignificanteventsthathaveimpactedacultureorregionoftheworldacross

thecenturies.Theyareawarebynowthatconventionsandcanonsmaybequestioned.

Studentsregularlyshowacommandofrecognizing

particularitiesofindividualintellectualtraditionswithina

cultureorregionoftheworld.

Possiblemeasurementmethods:

a. Courseembeddedassignments:weeklywritingsamples,termpapers,midtermandfinalexams(shortandessayquestions)andin‐classoralpresentations(CMPL200,ENG390,andCMPL440).Substantiveresearchpapers(ENG390).ASeniorThesisfortheCapstoneseminar(CMPL440).

b. TerminologyandcriticalapproachesareintroducedinCMPL200andreinforcedsubsequentlyinENG390andtheCapstoneSeminarCMPL440.

c. SyllabiAnalysesd. PetitionsforelectivestocounttowardtheCMPLmajor.

AtthistimenoparticularissuesindicatethattheexistingthreecorecoursesrequiredfortheMajorinComparativeLiteratureandCultureneedtoberevisedorimprovedupon.Itisclear,however,thatIntroductiontoComparativeStudies(CMPL200),whichenrolls40+studentsineachsection,doesnotpromoteindividualattentiontostudents.AfreshmanseminarasasubstitutetoCMPL200wouldbeanexcellentrecommendationforenteringstudentswhodeclareaCMPLmajorintheirfirstsemester.TheCMPLmajordrawsontheexistingstrengthsoftheCollegeofA&Sfacultyinavarietyofinternationalfields.Itopensupthestudyofliterary,artistic,andvisualtextstobroader,moreinclusiveapproaches.Ratherthanconfiningthestudyofliterarytexts,filmsorArtstoonecountryoronelanguage,theprogrampromotesconnectionsacrossdisciplines,genres,languages,andregionsoftheworld.Inadditiontotheirthreecorecourses,CMPLmajorstakeaminimumofsixelectivecourses,carefullychosenacrossthedisciplinestowhichcomparativemethodsofanalysiscanbeapplied.Courseshaveacross‐culturalfocusononeormoreregionsoftheworld,withinatimeperiod,oragenre.ToensurethatallCMPLmajorsmaketheappropriatechoicestobuildastrongintheirareaofconcentration,mandatoryadvisingsessionswillbeimplementedatthebeginningandendof

eachsemester,everyacademicyearuntilgraduation.Choiceofelectivesmustbepetitionedforapprovalbeforethestudentcanenrollinanygivencourseforhis/herelectives.Instructorsofthecourseneedtobeinformedofthestudent’sintenttoenroll,andcorroboratethatcourseobjectivesareappropriateforhisorherareaofresearch.Instructorsintheirownexpertiseareinvitedtocontribute,whenpossible,inhelpingourmajorsestablishconnectionsbetweencourseassignments,andhisorherdesignatedareaofresearch.CoordinationbetweeninstructorsandstudentsenrolledintheCMPLmajorwouldgreatlyimprovethestudent’slearningexperience,aswellascontributetofurtheradvancinghisorherabilitytoconductindependentresearch.Thiswillallowsustoassessourgoalsmoreefficiently.Whowillconducttheassessment?Tothisend,full‐timefacultymembersoftheCommitteeinCMPLmeettwiceduringthefall2008:first,todiscussaproceduretoimplementadvisingsessionsandcoordinateeachstudent’sindividualresearchtopicsintheirareaofconcentration,andasecondtimetoapprovethenewprocedure,andmakethenecessaryamendmentstothisassessmentplan.Howwilldatabeusedtoimprovetheprogramorrevisecurricula?Acarefulreviewofcourse‐embeddedassignmentsrequiredofourmajorsandgraduateswillallowustodeterminemuchmoreclearlywhatpathweoughttotaketoimprovetheclassroom‐learningenvironment.Somepossiblesolutionsinclude:emphasizingspecializedtrainingforouradjunctfacultyaswestriveforsimilarstudentlearningoutcomesamongsectionsofIntroductiontoComparativeStudies.Carefulreviewofthepetitionformssubmittedbystudentsforapprovaloftheirchoiceofelectives.Reviewofstudents’declaredemphases,theirareaofconcentrationinrelationtothetopicoftheirSeniorThesis.ReviewofSeniortheses,contentandform.

x‐x‐x

Goal:TocommunicateinaforeignlanguagebothorallyandinwritingDefined:ToachieveacommonminimumofIntermediateMid(forlanguageproductioni.e.speaking(a)andwriting(b),andaminimumofIntermediateHighinlanguagecomprehension,i.e.listening(c),andreading(d)ontheACTFLProficiencyGuidelines.MeasurableOutcomes:

a. Speaking:Graduateswillexpressinformationandopinioninaforeignlanguageinavarietyofcontextsandsituations.

b. Writing:Graduateswillwritecoherentlyinaforeignlanguageusingthedisciplinaryconventionsandmethodologythatconstituteeffectiveliteraryandculturalanalysis.

c. Listening:Graduateswillunderstandconnectedoraldiscourseonavarietyofissuesproducedbynativespeakersfromdifferentplacesandtimes.

d. Reading:Graduateswilldemonstrateacriticalcompetencetoidentify,interpret,andevaluatethemainideasandformalfeaturesofliterarytextsandformalartifactsfromallperiodsandgenres,showingsomesensitivitytothepluralityofmeaningstheyoffer.

PerformanceRubrics: VeryPoorAchievementof

OutcomeAverageAchievementof

OutcomeVeryGoodAchievementof

Outcomea.Speaking

Studentscanparticipateinsimpleconversationsontopicsbeyondthemostimmediateneeds.Pronunciationisstronglyinfluencedbyfirstlanguageandfluencymaystillbestrainedbutcangenerallybeunderstoodbysympatheticinterlocutors.

StudentcaninteractwithnativespeakersbutthereisastronginterferencefromEnglish,andmisunderstandingsarefrequent.Studentsfeelmostcomfortabletalkingaboutpersonalmatters.

Studentcaninitiatesustainandconcludeconversationsonpersonalculturalandacademicmatterswithnativespeakersintheirowncommunities(eitherabroad,throughservicelearning,orininformalencountersonandoffcampus)Theirspeechmaycontainpauses,reformulationsandself‐correctionsastheysearchfortheadequatewords.

b.Writing

StudentisabletomeetpracticalwritingneedswithinthescopeoflimitedlanguageexperienceWritingtendstobealoosecollectionofsentencesorsentencefragmentsonagiventopicandprovideslittleevidenceofconsciousorganization.

Student’swritingoftenshowslackoffluencyduetofrequentgrammaticalerrors,misuseofwords,andspellingmistakes.Syntaxispoorconsistingofrecombinationsoflearnedvocabularyandstructuresintosimplesentences.

Studentscanframeandsustainanargumentthatincludesboththeexpositionandexplanationofinformation,evenwhenthereisonlypartialcontrolofcomplexstructures.Theyareattentivetoquestionsofstructureandstyleintheirwrittenwork,buttransitionsandcohesivedevicesarestilllimited.

c.Listening

Studentunderstandssentence‐lengthutterancesinface‐to‐faceconversations.Repetitionandrewordingmaybenecessary.Misunderstandingsinbothmainideasanddetailsarisefrequently.

Students’understandingisunevenwhichcausesthemtooftenmissmainideaswheninteractionisnotface‐to‐faceandonfamiliartopics.

Studentscansynthesizethemainideasofextendedconversationonreasonablyfamiliartopics,andfollowaudiovisualmaterials,andacademiclectures.

d.Reading

Studentcanreadconsistentlywithincreasedunderstandingofsimple,connectedtextsdescribingconcretesituationsandstraightforwardopinions.

Studentsneedguidancetounderstandliteraryexcerptsandlongertextsfromavarietyofsources.

Studentsareabletoreadandunderstandtextsfromavarietyofsourcesandunderstandliterarytextsfromdifferentgenres.

a. Courseembeddedassignments:weeklywritingsamples,oralpresentations,compositions,tests(withandwithoutoralcomponent),journalsand/orblogs,conversationgroups,classdiscussionsandhomework.

b. Discussionsintheclassroomareconductedexclusivelyinthetargetlanguage.Readings,writingassignmentsandexamsarealsoallinthetargetlanguage.

c. ExtracurricularactivitiessuchasConversationTables,tutoringthroughtheFrenchWritingCenter(FWC)ortheSpanishWritingCenter(SWC)helpreinforcespokeninteractionandwritingtechniques,respectively.PeertutoringisavailableinChinese,Japanese,German,Italian,Russian,andTagalog.

TheforeignlanguagecomponentofourCMPLprogramisessentialtoitsstrength,andneedstobeassessedassuch.Student’scourseworkinfourthandfifthsemestercouldbebetterintegratedintotheircurriculatoinformtheirresearchtopicorareaofconcentration.SuchimprovementswouldbemadethroughadvisingandestablishingcoordinationbetweenMCLlanguageandCMPLinstructors.WebelievethatnewonlinePlacementExamsshouldbeavailableforeachoftheforeignlanguagesavailableforstudentsenrolledintheCMPLMajor.Theexamswillserveseveralpurposes:asplacementtestsforincomingstudents,asentrytestsforstudentsenrollinginthefourthandfifthsemesteroftheirlanguagerequirement,andasmeasurementsofthegoalswehavesetforourgraduates.Manyofthecurrentplacementtestsdonotfullyevaluatereadingcomprehension,listening,andwriting.Currentexamslackthenecessaryrigorforevaluatingtheoverallcommunicationskillsofourstudentsatthedifferentlevelsdescribed.Whowillconducttheassessment?TheCoordinatorsofeachlanguageprogramwillcoordinatethisprocessforallofourincomingstudents.Inaddition,everystudentthatdeclaresamajorinCMPLwillmeetwithhisorheradvisoraftertakingthePlacementExamtodiscussfuturecourseworkand/orneededimprovementsinpertinentareas(speaking,writing,listeningandreading)beforesigningforthefourthandfifthsemesteroftheirlanguagerequirement.Finally,allgraduateswillberequiredtotaketheplacementexaminthelastsemesteroftheirSenioryear,initiallyforthesakeofassessingthelanguagecomponentoftheCMPLprogram,thoughperhapsasanexitexaminthefuture.Afacultymember(onarotatingbasis)willthenwriteasummaryoftheresultsandinformthoseinCMPLoftheimprovementsthatshouldbemade.Howwilldatabeusedtoimprovetheprogramorrevisecurricula?AfterthenewPlacementTestshavebeenimplemented,allincomingstudentsanddeclaredmajorswillhavebeentestedatthebeginningandendofeachsemesterforafullacademicyear.Acarefulreviewofthescoresandproficiencylevelsofourmajorsandgraduateswillallowustodeterminemoreclearlywhatpathweshouldtaketoimprovetheclassroomlearningenvironment.Somepossibleoutcomesinclude:addingonesemesteroflanguageinstructiontotheCMPLmajor;developingmorelanguage‐intensivecoursesinimmersion;

recommendinga400‐levelseminartostudentswhoselanguageproficiencyallowthemtoconductresearchonaspecialtopic;emphasizingspecializedtrainingofouradjunctfacultyaswestriveforestablishingsimilarlearningoutcomesforallsectionsofagivencourse.Inaddition,wemayneedtoadjustthedesiredproficiencylevelsofourgraduatingseniorsinCMPL.

Goal:Torespectdifferenceanddiversity,bothinthecontextoftheirowncultureandglobally

Defined:Todemonstrateabasicunderstandingof,andrespecttowardoneormoreofthemanyculturesofdifferentregionsoftheworldintheirvarieddimensions(social,historical,political,religious,economic,linguisticandartistic).MeasurableOutcomes:

a. Demonstrateanawarenessofthelinguistic,ethnic,racial,religious,culturalandsocialdiversityofacountryorregionoftheworldotherthanone’sown,andtheUS.

b. RecognizeandrespectdifferencesbyengagingtheperspectiveofOtherstobetterunderstandandcriticallyreflectonamorecomplexworldview.

c. Discusscontemporaryissuesrelatedtooneormorecountriesorregionoftheworldintheirhistoricalcontexts.

Outcomea. Studentsareunawareofthe

principalcustoms,patternsofthought,beliefsandvaluesthatreflectacultureotherthantheirown;indifferenceisanongoingproblemandchallenge.

Studentsshowanawarenessofrelationshipsbetweenethnicity,race,religion,culture,history,politics,andeconomicsintheproductionofartisticworks.

Studentsdemonstrateadetailedknowledgeandclearunderstandingofoneormoreculturesdifferentfromtheirown.

b. Studentsshowalackoftolerancefor,muchlessinterestin,examiningcontroversialaspectsofculturesotherthantheirown.

Studentscanreflectuponhowculturalvaluescanbetracedacrosstimeandhowthesevaluesshapeperceptions,practicesandtexts.Theycanconsiderissuesofcolonization,globalization,raceandethnicityinthecontextofanothercountryorregionoftheworld,andinrelationtotheUS.

Studentsappreciateintellectuallyandestheticallysomeofthebeliefsorvaluesofacultureorculturesassociatedwithanothercountryorregionoftheworld,andmayhaveassimilatedthem;theycandiscussmoralissuespertainingtothesevariousculturesandtheircomplex,interwovenhistories.

c. Studentsshowlittleinterestorknowledgeofcontemporaryissuesassociatedwithanothercountryorregionoftheworld.

StudentsrecognizethepointsofcontactbetweenacountryorregionoftheworldinrelationtotheirownandtheUS.Theyactwithinformedawarenessofcontemporaryissuesintheirhistoricalcontexts.

StudentscaneffectivelycomparethevariouslevelsandrealmswithinoneorseveralculturesandregionoftheworldinrelationtotheUSandtheirown.

a. Courseembeddedassignment:multiplewritingassignments;termpapers,midtermandfinalexams,andin‐classoralpresentations.SubstantiveresearchpapersforENG390.SeniorthesisforCapstoneSeminarCMPL440.

b. CurricularembeddeddistributionrequirementscovermultiplesubjectmattersincludingtheArts,CultureandSocietyofoneormoreregionsoftheworldandthoseregionsinrelationtotheEU

c. Studyabroadisstronglyrecommendedformajors.d. NumberofmajorsenrolledinInternationalStudyprograms,inServicelearningcourses,

involvedinserviceorresearchwithBayAreaMinorityCommunityOutreach.

ThelocationofouruniversityinsuchaculturallydiversesettingmakesthisgoalbasictotheCMPLasamulticulturalandinterdisciplinaryprogram.LanguagesotherthanEnglishareconstantlyandincreasinglyheard,seenandspokenintheUS,particularlyinSanFranciscoandtheBayArea.Studentscanbeexposedto,andparticipateinmanyoftheseenrichingculturalandsocialactivitiesassociatedwiththevarietyoflanguagesandculturesrepresentedintheBayArea.SuchactivitiesandgatheringscontributetoabetterunderstandingofthediverseandmulticulturalidentityasproposedinGoal3ofthisassessment,whichistoprepareourstudentstobeglobalcitizens.Whowillconducttheassessment?FacultymembersoftheAdvisoryCommitteeinComparativeLiteratureandCultureshouldmeetduringtheupcomingacademicyeartoreviewandmakethenecessaryamendmentstothisassessmentplan.Howwilldatabeusedtoimprovetheprogramorrevisecurricula?Allelectivesshouldemphasizethecross‐culturalinquiryandmultiplesubjectmattersthatthethreecorecoursesoftheprogramalreadyencompass.

x‐x‐xGoal:Developanintellectualengagement,introspectionandreflectivesensibilitythatwillcontributetolife‐longlearningDefined:Tofocussystematicallyontheprinciplesofhowthedisciplineofcomparativeliteratureandculture,criticalanalysis,interpretative,andcreativethinkingmaybeappliedtoavarietyofcareerpaths,andtheworldatlarge.MeasurableAssessment:

a. Reflectuponhowtheanalysisofartisticworkswithintheirculturalcontextsencouragescreativethinking.

b. Adapttheknowledgeandskillstheyhavelearnedtonewexperiencesandlearningopportunities.

c. Developanappreciationfor,andalife‐longinterestinforeignlanguages,literatureandcultures.

Outcomea. Graduatesdonotpursue

careersorlifestylesthatutilizeorexpandanyoftheanalyticalskillslearned.

Graduatesdemonstratehowtheiracquiredskillsallowthemtoengageinintellectualdiscussionsandworkthatisconnectedtotheappreciationofculturesandliteraturesotherthantheirown.

Graduatesconductresearchandparticipateintheculturalconversationofideaswithinawidevarietyofacademicandprofessionalfields.

b. Graduateslosetheirinterestandproficiencyintheforeignlanguage,literature,andculturetheystudied.Intellectualcuriosityisnotsustainedwithanyenthusiasmorrigor.

Graduatesareabletoapplylanguageproficiencyandknowledgeofcomparativeliteratureandculturetoenhancecompetencyinotherdisciplines,aswellasadvanceprofessionally.

Graduatesobtainadvanceddegreesaswellasteachingpositionsorjobsthatservethedisciplinesofcomparativestudies,foreignlanguages,literaturesandcultures.

c. Graduatesshowageneraldisinterestintheliterature,cultureorregionoftheworldtheystudied.Theyrelyonculturalclichésasopposedtoindividualexperiencetoinformthemselvesabouttheworld.

Graduatesembraceamulticulturalglobalenvironment,andremainappreciativeof,andsophisticatedaboutculturesotherthantheirownthroughouttheirlives.

Graduatesbecomeactivelyinvolvedineducationalinstitutions,NGO’s,community‐basedorganizationsorlocalgroupstopromotecross‐culturalunderstandingamongpeopleintheircommunitiesandacrossnations.

a. Embeddedassignments:researchpapers,reflectionpapers,journals.b. Numberofstudentswhoobtainadvanceddegrees,teachingpositionsorjobsthatserve

amultilingualormulticulturalpopulationintheUSorabroad.Numberofstudentswhoremaininvolvedinserviceorresearchincommunity‐basedorganizationsorlocalgroupspromotingcross‐culturalunderstandingamongpeoplewithintheUSorabroad.NumberofrecipientsofInternationalgrantsorinternshipsaftergraduation.

c. Onlinesurveysorquestionnaires*

*Onlinesurveysorquestionnaireswouldbedesignedwithourexitingstudentsandouralumniinmind,todeterminethelevelofattainmentofeachgoalwithinthemajor.

Whowillconducttheassessment?TwofacultymembersfromtheAdvisorycommitteeinCMPL(onarotatingbasis)willreviewthesurveysorquestionnairesannuallyandwillthenwriteasummaryoftheresultsforthoseintheprogram,aswellastherevisionsthatshouldbemade.

Howwilldatabeusedtoimprovetheprogramorrevisecurricula?Surveysorquestionnairesarethepreferredassessmenttoolswhenreviewingnewcurricula.TimeFrame

June30,2008 All Department/Program representatives will have completed initial 4‐hourworkshop.

August22,2008AllDepartment/Programrepresentativeswillhaveedited/developedprogramgoalsand learning outcomes, completed a curriculum map, appropriate rubrics, andwrittenacompleteassessmentplan.

September15,2008

AllDepartment/Programrepresentativeswillhavecompletedsecondworkshop.

September30,2008

All faculty in each Department/Program will have discussed the assessment plan,determineassessmentmethodsandimplementthefirstyearoftheplan.

May15,2009

AllDepartments/Programswillhaveassessed1/3oftheirprogramoutcomes,madeadeterminationastowhetherthelearningoutcomeshavebeenattained,metasadepartment to discuss the assessment results, andwill have developed a plan forimprovementinordertomeetbenchmarkstandardsifnecessary.

May15,2010All Departments/Programs will have assessed the second 1/3 of their programoutcomes, made a determination as to the attainment of the outcomes anddevelopedaplanforimprovementformeetingthedesiredlevels.

May15,2011All Departments/Programs will have assessed the final 1/3 of their programoutcomes,madeadeterminationastotheattainmentoftheoutcomesanddevelopaplanforimprovementformeetingthedesiredlevel.Reportonprogress

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FYS CMPL 195: The Beauty of the Beast

FYS CMPL 195: Literatures of the Child: Trauma and Healing

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