ACADEMIC REVIEW OF THE GRADUATE PROGRAM IN SPANISH

Transcripción

AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Spanish MA Q
Date Submitted to Department/Division Chair:
Overview and Program Review Summary: Please summarize this program’s mission and its relationship to the vision
and mission of St. John’s University, and the program’s School/College. Identify similar programs regionally and
nationally and distinguish this program from them. In addition, summarize your findings as they relate to (1) program
quality, (2) market growth potential, and (3) student learning. Also, summarize any significant changes, achievements
(by faculty and students and the program itself), and plans for the future. Finally, based on the information gleaned
from the data in the self-study, give an overall rating of the program’s Enrollment/Market Potential by categorizing it as
one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out, Consolidate, or Discontinue.
(Suggested limit 1 page)
ACADEMIC REVIEW OF THE GRADUATE PROGRAM IN SPANISH
(SELF-STUDY OF THE MA IN SPANISH)
DEPARTMENT OF LANGUAGES AND LITERATURES
Chair, Zoe Petropoulou, PhD
Prepared on September 12, 2015
by
Marie-Lise Gazarian, PhD
Director, Graduate Program in Spanish,
in collaboration with the Spanish Graduate Faculty
LAS_L&L_SPANISH_MA_Q
Self-Study Template 1
STANDARD 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s
University, and the program’s School/College.
1a.
What evidence can you provide that demonstrates that the program embodies the Catholic, Vincentian, and
metropolitan identity of St. John’s University? www.stjohns.edu/about/out-mission. (Suggested limit 1/3 page)
The strategic priorities of St. John’s University as stated by Conrado “Bobby” Gempesaw, PhD, during the Presidential
Investiture Ceremony, held on Friday, October 24, 2014, echo the four following points that we clearly have held in our
hearts and which we have sought to accomplish and/or seek to accomplish, namely:




Ensure student success
Recognize and retain the best faculty, staff, and administrators
Enhance our teaching and learning environment
Expand community and global partnerships
The Graduate Program in Spanish (MA) at St. John’s University does more than reflect and support the fundamental
principles embodied by the University’s strategic vision and mission. Created in 1935 at 75 Lewis Avenue, Brooklyn, long
before St. John’s moved to the Queens Campus during the academic year 1955-1956, our MA Program in Spanish is a
pioneer program within the University that reflects the Catholic, Vincentian, and Metropolitan identity of the
University. In the Spring of 2015, the Program will be celebrating its 80th anniversary.
Although the Graduate Program in Spanish attracts students from every ethnicity, it plays a particular role in the Hispanic
community as a promoter of its culture. As the 2013 U.S. Census demonstrates, Latinos are the largest minority (54
million) in the United States. First and second generation minority groups, sons and daughters of immigrants have,
thanks to the Program, gained consciousness of the wealth of their Hispanic heritage. Upon completion of their MA
degree, many opportunities have opened to them.
The Graduate Program in Spanish strives to embody social diversity by supporting open discussions among the student
body where everyone has a voice. We invite outstanding figures of the literary world to share their thoughts with our
students. Writers, such as Rafael Alberti, Camilo José Cela, José Donoso, Ana María Matute, Elena Poniatowska, and
Luisa Vicioso, have had a lasting impact on our students.
The Graduate Program in Spanish has provided a platform to learn and exchange ideas. We aim at opening the minds of
students so as to prepare them for a competitive and multicultural job market such as teaching, and non-academic
positions in business, international trade, tourism, hotel management and other areas.
Due to the University’s location in one of the most culturally diverse places in the world, we benefit from the extreme
richness of libraries and museums, as well as institutions. The Graduate Program in Spanish has established special
relationships and/or agreements with major Hispanic cultural institutions in the city, and has created internships with the
Instituto Cervantes, the Consulate General of Peru, and a New York based telecommunications company, among others.
1b.
What evidence can you provide that demonstrates that the program embodies the University’s vision.
www.stjohns.edu/about/out-mission/vision-statement. (Suggested limit 1/3 page)
Following the University’s vision of empowering “diverse learners with quality education for life” and for “addressing
issues of poverty and social justice”, the Graduate Program in Spanish seeks to transform lives, one individual at a time.
In order to keep up with the evolving global community, we train our students for local, national and international
careers. We provide them with skills that will enhance their qualifications both as teachers and also in other disciplines.
We empower them to serve as effective leaders and responsible citizens. We are a student-centered Program committed
to shaping students into the best possible candidates so that many venues may be open to them. Excellence through
education is our motto.
1c.
What evidence can you provide that demonstrates that the program embodies the vision and mission of the
program’s School/College? (Suggested limit 1/3 page)
The Graduate Program in Spanish values and embodies the vision and mission of St. John’s College of Liberal Arts and
Sciences in committing to a “student-centered teaching, social diversity, and a modern educational environment”. It
fosters a “rational, spirited inquiry and intelligent reflection” through innovative as well as traditional course offerings.
Our Program provides students with a knowledge of a language that is spoken by 54 million people of Hispanic origin in
the United States. We sharpen the students’ critical thinking and scholarly skills and stimulate their creative vision,
through an in-depth study of culture, language and literature.
The members of the Graduate Faculty are recognized in their fields; they have authored highly acclaimed books, and are
active in national and international colloquia. A deeply involved Faculty, they mentor their students, constantly
motivating and challenging them.
Our Summer Programs in Spain and Argentina teach students the history, art and literature of Spain and Spanish
America. The two programs are offered by Dr. Toscano and Dr. Camacho, both scholars in their respective fields. When
Undergraduate and Graduate students return from their summer abroad, whether in Spain or Argentina, or both, they
come back with a new passion for the language and culture, an experience they will never forget.
The Fall Semester in Seville Program for Undergraduate students is also opening new opportunities for our Graduate
Program. It has broadened the knowledge and strengthened the language skills in the capital city of Andalusia under the
capable leadership of both Drs. Klohe and Toscano.
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
Since the creation of St. John’s University Committee for Latin-American and Caribbean Studies (CLACS) in 1994, now
known (2014) as the Center for Latin-American and Caribbean Studies, the Graduate Program in Spanish (MA) has
worked jointly with CLACS to promote the Spanish language and culture among the student body. CLACS is led by Alina
Camacho-Gingerich, PhD.
In addition, our Program has benefited from the Global Language and Culture Center (GLCC) since its creation, in January
2010, under the leadership of Michèle Jones, PhD. A state-of-the-art language resource center, it offers large seating
areas in a library-like setting for studying and group gathering, as well as individual language pods equipped with
computers and large screen TVs for specific language instruction. Students engage in group activities under the
supervision of a tutor or graduate assistant, and receive individual tutoring to improve their fluency in the language.
Since the locale is very attractive, we present cultural events, in particular, poetry written by our students and/or short
plays.
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
2b.
Undergraduate 1st Year Retention Rate
2c.
Undergraduate 6 Year Graduation Rate
2d.
Graduate Standardized Test Scores
Fall
2005
Program
2006
2007
410/527
345/370
2008
2009
School/College
Average Rate
481/561
494/569
465/551
501/588
472/577
Regional
Comparison
N/A
N/A
N/A
N/A
N/A
See below
National
Comparison
New Graduate
Students GRE Verbal
Mean Scores
Fall 2010 Fall 2011 Fall 2012
Ir Grev
Score
Spanish MA
old
330
Ir Grev
Score
395
Ir Grev
Score
530
New Graduate Students GRE
Quantitative
Mean Scores
Fall 2010 Fall 2011 Fall 2012
Ir Greq
Score
Spanish MA
old
Ir Greq
Score
660
Ir Greq
Score
580
610
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to
8/1/11 on a scale of 200-800(old) and after 8/1/11 on a scale of 130-170(new)
Based on students with valid scores in BANNER - therefore n maybe small in some cases.
New Graduate Students GRE Verbal
Mean Scores
Fall 2010
Fall 2011
Ir Grev Score
Graduate School Arts & Sci
Old
Fall 2012
Ir Grev Score
491
Fall 2013
Ir Grev Score
500
New
Ir Grev Score
497
532
154
153
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010
Fall 2011
Ir Greq Score
Graduate School Arts & Sci
Old
Fall 2012
Ir Greq Score
585
Fall 2013
Ir Greq Score
566
New
Ir Greq Score
593
604
149
150
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200-800(old) and after 8/1/11 on a scale of 130-170(new)
GRE
Intended Graduate Major
Foreign Languages and
Literatures*
Test-Takers
2,361
Mean Score (Verbal)
155
Mean Score (Quantitative)
150
*For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
There are many institutions in the US that offer a Graduate Program in Spanish. St. John’s Program’s, however, presents
advantages and opportunities that are unique, namely, a very traditional, yet an innovative course offering, taught by a
diversified faculty, who are authorities in their fields, with a critical and creative approach. Namely:







Literature and the Cinema, its relationship
A seminar on Lezama Lima, Carlos Fuentes, Octavio Paz and Pablo Neruda
Paleography, a study of the first manuscripts written by Spaniards in North America
Ekphrasis, the interaction of visual arts in literature
The Interview as a literary genre, with the actual practice with guest writers
Gabriela Mistral: a personal and in-depth study of the Chilean poet, educator and diplomat
The Literature of Nostalgia through the perspective of a poet
St. John’s also offers a combined BA/MA degree in Spanish, a program that is not offered in any other university in New
York. Currently we have 6 students enrolled as BA/MA students: Bridgette Espinoza, Jina Jeun Jun, Luis Leal, Isabel
Mendez, Maria Luz Osborne, and Rosemary Domínguez-Sotirios.
Moreover, in the effort to prepare our graduates for the workforce, our MA Program, thanks to its multicultural location,
has established relationships with institutions in the New York metropolitan area, such as Consulates from Spanishspeaking countries, the Instituto Cervantes, and a NY based telecommunications company, where our students can work
as interns.
2f.
If applicable, describe the program’s student performance over the past five years on licensure or professional
certification exams relative to regional and national standards. (Suggested limit 1/4 page)
All graduate students at the completion of their studies are obliged to take the Comprehensive Exam that evaluates their
competency in Spanish as well as their knowledge of Peninsular and Latin-American literature. Of the 25 students who
received their Master’s degree in Spanish in the past 5 years, 8 graduated with the Certificate of Excellence with a 4.0
GPA average:
Edier Rivera, Wilson Cedeno, Lanessa Davis, Alma Rodriguez, Miguel Valerio, Julio Paredes, Felipe Alfaya, and Erez BarLevy
St. John’s University’s Graduate Program in Spanish is recognized by Ivy League universities. Many of our graduates have
received teaching fellowships towards their PhD in Spanish. Just to mention a few: Miguel Valerio, Alma Rodríguez,
Milton Romero, Julio César Paredes, and Felipe Alfaya. Other alumni have already received their PhD and are teaching in
universities, such as Alex Lima, Nyanda Redwood, and Hugo García.
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of
Students
2005
2006
2007
2008
2009
Majors
21
19
16
0
0
19
16
Minors
Total
21
MAJORS
2h.
SPA
9
9
9
9
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
MA
15
19
16
14
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
MA
1
7
12
10
5
SJC-GR
SPA
Spanish
MA
10/11
11/12
12/13
Degrees Conferred
Degrees Conferred
Degrees Conferred
7
8
4
Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS
website. This is based on the Classification of Instructional Program (CIP) Code of 16-Foreign Languages, Literatures, and
Linguistics.
20092010
20102011
20112012
Master's
Local
194
191
248
National
3,755
3,727
3,827
1
Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University,
Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University,
Seton Hall University, Stony Brook University, and Wagner College.
Comments : Based on the data in 2g and 2h, how do these trends compare to institutional, regional and national
patterns? (Suggested limit 1/2 page)
Based on the data given on 2g and 2h, our numbers show that until 2012, St. John’s University has been in line with the
degrees in Spanish conferred at the regional and national level. However, between 2012-2013, the numbers show that
our Program has not kept up with the regional and national trends. Instead of increasing the number of degrees it
conferred, the data shows that there is a decrease of degrees. This is due partly to the fact that we are working on a 3course cycle which means that students take longer to graduate, unless faculty members generously offer independent
study courses. (Columbia University, CUNY Queens College, New York University, and Stony Brook have the advantage of
offering both an M.A. and PhD program, which, in turn, attracts candidates who want to complete their graduate
education in the same institution.)
In addition, the lack of promotion of the Program has contributed to less awareness in the Hispanic and other
communities of our long-established Graduate Program in Spanish.
We would like to thank St. John’s University for initiating a promotional flyer for our Program. However, since St. John’s
new logo, the dissemination of this very attractive flyer has stopped. We would like to see the new logo placed on these
flyers in order to continue the promotion of our Program. Since the entire Program is taught in Spanish, we would
appreciate a bilingual promotion, both in St. John’s web page and outside institutions. We have translated into
Spanish the flyer and would like to make it visible to a wider audience.
2i.
What mechanisms are in place to monitor students’ progress toward degree? And, to what extent is there a
collaborative effort to provide quality advising and support services to students? (Suggested limit 1/4 page)
The Graduate faculty in Spanish utilizes various mechanisms to monitor student’s progress throughout the entire
Program. Each professor tries to monitor students’ progress from the first day of class to the last, so that they may reach
their maximum potential. For instance, we evaluate our students through Class participation, Creative and scholarly
papers, Oral and written exams, Midterm and Final Exams, Theses and Comprehensive Exams.
The Graduate Educational Policy Committee (GEPC) holds regular meetings to discuss academic matters pertaining to the
Program. We have adapted existing syllabi to present-day needs, we have created new syllabi, and we have involved
Graduate assistants in our research projects, journals, events, etc.
In order to provide support services to students, our faculty works in collaboration with the Global Language and Culture
Center (GLCC) (See Standard 1 – Additional comments.)
We work closely with outside institutions, where our students hold internships. Both, the Host Institution and our
Graduate Program in Spanish supervise each of the interns in order to check their learning progress within and outside
the classroom.
2j.
If available, provide information on the success of graduates in this program as it relates to employment or
attending graduate school. (Suggested limit 1/4 page)
We are including a list of the alumni of our Program, from 2010, date of the last Academic Review with inclusion of the
year of the conferral of their MA degree and their current employment status.
Valerio
Miguel
2010
Johnson
Mira
Krisann
Denisse
2010
2010
Prieto
Romero
Urena
Panzarino
Smith
Paredes
Rodriguez
Bar-Levy
Daniel
Milton
Wendy
Alyssa
Aja
Julio
Alma
Erez
2010
2010
2011
2011
2011
2012
2012
2013
Cedeno
Hugueno Machuca Alfaya
Wilson
Felipe
2013
2013
Sousa
Davis
Montecinos
Hernandez
Alicia
Lanessa
Lehidyt
David
2013
2014
2014
2014
Rivera
Edier
OlgaMariella
2014
Bonilla
2015
PhD Teaching Fellow, Ohio University
Private Tutor, KFJ Tutoring & Educational
Consulting Services
JD Candidate, Touro Law Center
Enrollment Operations Assistant, Columbia
University
Cultural Director, Casa de la Cultura, Quito, Ecuador
PhD Teaching Fellow, University at Buffalo
Program Assistant, Trinity Wall Street
Resident Director at Loyola Marymount University
PhD Teaching Fellow, Michigan State University
PhD Teaching Fellow, University of Miami
Adjunct Instructor, St. John's University
Adjudication Officer for the Social Security
Administration
PhD Teaching Fellow, University of Buffalo
Spanish Teacher, Silver Lake Regional High School,
Boston, MA
Spanish/French Teacher at Dublin School
Owner of LJM Translations
Spanish Teacher, Francis Lewis High School
Spanish Teacher, East Catholic High School,
Manchester, CT
W. Burghardt Turner Fellowship Award recipient
Toward her PhD in Spanish at Stony Brook
2k.
Please comment on the students’ competencies in the program. Support your response using data provided
below and any other data available. (Suggested limit 1/3 page)
The following data demonstrates that the competency of our graduate students are in line with, if not above of, the
current GPA average of all graduate programs in all colleges and campuses at St. John’s University, as well as in other
universities across the US. The performance of our students is such that they have been accepted in PhD programs in
recognized universities with teaching fellowships, with an average of $30,000.00 stipend. Several of them are authors of
scholarly works and/or creative works. Most of them hold, once they have their PhD degree, positions of great visibility,
that range from teachers, professors, politicians, translators, court interpreters, medical doctors, and businessmen.
In 2015, Olga Mariella Bonilla was accepted into the PhD Program in Spanish at Stony Brook University for the Fall
and was selected for the prestigious W. Burghardt Turner Fellowship Award. This extremely competitive award is
granted to qualified underrepresented students. The long-range goal of the Fellowship is to encourage Turner Fellows to
assume their responsibilities as future leaders, educators, and researchers.
Olga, originally from Peru, has served for the past two academic years as Graduate assistant at St. John’s University, and
will receive her Master’s Degree in Spanish with a Certificate of Excellence. She was nominated to serve as Marshall at
the Graduation Ceremony in May 2015.
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
In the last five years, 6 students and/or alumni have published the following books:
Andrei Bezzubikoff, Asilos de luz, Hipocampo Editores, Lima, Peru, 2010.
Alex Lima, Bilocaciones, Casa de la Cultura, Chimborazo, Ecuador, 2011.
Hugo García, editor, Lima por dentro y fuera, Universidad Nacional
Mayor de San Marcos, Lima, Peru, 2011
Carlos A. Bravo, Ambrosía. A manos llenas, Bloomington, In., 2012.
Hortensia González-Gómez, Párrafos del alma y de otras latitudes, Editorial Guapané, 2012.
Miguel Alejandro Valerio, Los presentes de la muerte, Editorial Paroxismo, 2013.
(student)
(alumnus)
(alumnus)
(alumnus)
(student)
(alumnus)
In the year 2015, the following students have had their interviews, originally prepared for Spanish 259 – The Interview as
a Literary Genre, published:
Andrei Bezzubikoff, “Paola García, la poesía es el alma del ser humano,” Viceversa Magazine, http://www.viceversamag.com/paola-garcia-poesia-alma-del-ser-humano/, 2015.
In the last three years, the following students wrote a thesis:
Erez Bar-Levy, “Francisco Antonio Gavidia Guandique: An Overlooked Salvadorian Litterateur and His Influence on
Spanish and Latin American Literature,” 2013; Felipe Alfaya, “La Araucana revisitada,” 2013; and Lehidyt J.
Montecinos, “Javier Pérez de Cuéllar y Luis Alberto Sánchez: Dos figuras peruanas y universales,” 2014.
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s
strategic plan? http://www.stjohns.edu/about/leadership/strategic-planning
In the spirit of both the University’s and St. John’s College of Liberal Arts strategic plan, our Graduate Program in Spanish
is entirely conducted in Spanish, thus stressing the importance of global education. In addition, we have a multicultural
student body that permits language, culture and literature to come together, strengthening a richer understanding of the
world. Further, our students are provided with varied opportunities:

To meet recognized writers and artists from both Spain and Latin-America, who are invited to St. John’s
University by the Graduate Program in Spanish, by Epsilon Kappa, St. John’s Chapter of Sigma Delta Pi, the
National Hispanic Honor Society, and by St. John’s Center for Latin-American and Caribbean Studies (CLACS).

To work on their creative skills by having the incentive of publishing their manuscripts in Entre Rascacielos, the
literary journal of creative writing, published by Epsilon Kappa.

To present their poetry, music, and paintings in St. John’s University and engage in cultural events in the Global
Language and Culture Center (GLCC), as well as partake in the programs offered by CLACS.

To take advantage of the Fall Semester in Seville, in addition to the Summer in Argentina and Spain programs,
so that students are immersed in the culture and language of the country.
3b.
What is the evidence of monitoring the external and internal environments, specifically what are the
strengths, weaknesses, opportunities and threats facing the program? How were they identified? What actions have
been taken in response to these findings? What characteristics of the program suggest a competitive edge against
other programs regionally and nationally?
Strengths:
 Students vary in age from 20 to 60. Younger students learn from the lived-in experience of Hispanic-born
candidates, some with advanced degrees in history, politics, journalism, music, religion or education, thus
creating a multicultural environment.
 The younger candidates, Hispanic-born, but who came to this country as children or young adults; the young
adults, American-born and first generation of Hispanic background; the American-born of other than Hispanic
background, all learn from one another.
 We possess a traditional and innovative Program with courses that are unique in presentation and topics.
 Classes are informative, scholarly and creative.
 What is taught in class is relative to the past, but in conjunction with the present, where literature, history and
politics meet, thus preparing our students to be competitive in a global-oriented environment where they can use
their critical and analytical minds.



We have a faculty that is engaged in research, known nationally and internationally and who teaches on a oneto-one basis.
The Program is vital to the community and represents St. John’s personal involvement with the Hispanic world.
Through our professional connections database, we are able to direct our students to possible career
opportunities.
Weaknesses:







Undergraduate students who are pursuing a concentration in Spanish from the School of Education are not
allowed to double major with us nor can they enter into our combined degree (BA/MA). Students in the School of
Education with a concentration in Spanish should be able to enter into our combined degree and receive a B.S. in
Education and M.A. in Spanish (BS/MA just as we have in St. John’s College a BA/MA). If the School of Education
would cooperate with St. John’s College, it would no longer be considered an internal threat to our Program.
Students who want to become teachers could, at the same time, specialize in the Spanish language, culture and
literature. In other words, they would enter into our combined degree (BS/MA) and would receive at the end of
the 5 years, an MA degree in Spanish.
Lack of advertising online across Spanish and English outlets of communication:
o TV- Univision, Telemundo, local TV media
o Radio o Internet- Google, Chronicle of Higher Education, Online Graduate Fairs
Lack of advertising on St. John’s webpage both in English and Spanish.
The need of an assigned Graduate Assistant for the sole promotion of the Program.
Currently we are confined to 3 classes per semester; at the request of students within the Program, we would
need to be re-established as a 4-course per semester program.
The absence of a PhD Program in Spanish discourages promising candidates who would have applied to our
Master’s degree if we would have had a Doctoral Program. Most of our graduates go on to a PhD to other
universities (They would have remained at St. John’s had we had such a program.) Our present adjuncts could
become teaching fellows and be granted tuition free towards a PhD at St. John’s, a common practice followed in
other universities.
Lack of promotion of our faculty members, in particular of our in-house poet. We should take better advantage
of the qualities of our faculty and promote the Program giving them greater visibility.
The information we have assessed as weaknesses and strengths of our Program are partly based on the self-evaluation
we have conducted. Students are given a Graduate Program in Spanish Self-Evaluation form and are asked to submit
their opinions and ideas of our Program. Some of these self-evaluation forms are attached at the end of this Academic
Review.
3c.
What is the current and future market demand for the program? Support your response using the data
provided below or any other internal or external sources to justify your response.
Change, 2010-20
Fastest Growing Occupations
Interpreters & Translators
Percent
Numeric
Occupations having the
largest numerical increase
in employment
42%
24,600
Change, 2010-20
Percent
42%
Numeric
24,600
Changes, 2010-20
Grow
Percent
Numeric
42%
24,600
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
The data given demonstrates that there is an increasing market for interpreters and translators. Thus our Program,
taught entirely in Spanish, prepares students for fields of work in these areas.
In addition, based on the professions with which our alumni are currently involved, such as customer service and
education (please refer to our alumni roster), we can determine that these fields demand bilingual training, particularly
in Spanish and English.
Standard 3.
Additional comments if needed: (Suggested limit 1 page)
Our students would take advantage of the creation of 3 additional tracks to our Program: Journalism and Creative
Writing, Education in Spanish, and Translation and Interpretation. These tracks, plus the original Graduate Program in
Spanish, would attract a greater number of candidates who are seeking careers in Spanish with a more diversified
approach.
STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses student learning and
engagement.
4a.
Please indicate how the program curriculum is in alignment with the following three items:
(Suggested limit 1/2 page for each of the three categories below)
1. Standards within the discipline
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
3. The University Core competencies
First, our Program curriculum meets the standards required by universities that offer PhD Programs in Spanish. Our
alumni are accepted in PhD programs with teaching fellowships, as our own MA curriculum is highly regarded and
recognized by other universities. Therefore, our present curriculum proves to be competitive within the field of literature
and languages. Our alumni are accepted in PhD programs with teaching fellowships, as our own MA curriculum is highly
regarded and recognized by other universities.
Second, our program curriculum prepares students to sharpen their skills in professional and creative writing, analytical
thinking, public speaking, and others, all of which are essential to be successful in the workforce. Our faculty is highly
committed to teaching excellence, sharing with students their passion for both scholarly and creative works.
Third, our program curriculum is in alignment with the core competencies of the University. It reflects the values of the
University’ mission as it defines the skills, knowledge, and learning behaviors necessary to achieve excellence:
Ability to challenge
Ability to be creative
Ability to be efficient
Ability to adapt
Ability to mentor and coach
Ability to respect, demonstrate integrity, and be flexible
The following courses provide students with a challenging curriculum where they are invited to learn and develop their
imagination and critical analysis skills:

SPA 109, “Spanish Stylistics: A Workshop in Creative Writing” permits students to engage in various exercises,
taking part in the writing of poetry, short stories, memoirs, etc. Through the study of literature, history and
linguistics, this course develops in students methodology skills for interpretation of texts and instills appreciation
of multiculturalism. Many of the works created by our students have been published subsequently.

SPA 234, “Spanish American Poetry” provides students with an in-depth knowledge of poems written by
renowned Latin American poets from the second half of the nineteenth century to the present, such as José
MartÍ, Rubén Darío, César Vallejo, Pablo Neruda, Jorge Luis Borges, and Homero Aridjis, one of the best known
present-day Mexican poets. Students also study the historical and socio-political contexts, multidisciplinary
influences, and literary movements of their poetry.

SPA 254, “Don Quijote I, II” introduces students to one of the most influential novels in Spanish Literature. It
brings students to an appreciation of the work of Cervantes, as he is considered the father of the contemporary
novel, and develops in them the capacity to analyze the style as well as the themes. As a result, students have a
better vocabulary and use of the Spanish language, and a new vision of reality and fantasy.

SPA 310, “The Visual Arts in Spanish Literature” introduces the student to the interrelations between the visual
arts and Spanish literature. Students learn the theoretical aspects of ekphrasis and are able to analyze instances
of ekphrasis in different periods of Spanish literature.

SPA 312, “The Cinema and Spanish American Literature” enhances the students’ knowledge and understanding
of some of the most important Latin American and Latino films and literary works. It provides a critical
assessment of the political, historical, social, economic and cultural forces in Latin America that have shaped and
influenced the literary texts and films.

SPA 317, “Gabriela Mistral, the Poet and the Prose Writer” attracts students from within our Program, but also
from the School of Education, the Master of Arts in Liberal Studies, and Global Studies, because of its
multifaceted aspects. Gabriela Mistral, the Nobel Prize Poet Laureate, was a poet, an educator, a diplomat, the
spiritual godmother of UNICEF who fought for social justice, and a follower of Saint Francis of Assisi. Students
analyze her work and are asked to write poetry in the style of Gabriela Mistral.(The class is taught from a unique
perspective, from personal recollection.)

SPA 330, “Spanish Short Story” examines the narrative and linguistic techniques used by Spanish short story
writers of different periods. Students analyze short fiction for thematic content as well as the author’s narrative
and linguistic techniques and understand the development of the Spanish short story as a genre.

SPA 300, “Spain in North America, Early Writings” provides students with an appreciation of the literature of
Spain in the Golden Century and its projection in North America. As a result, students have knowledge of the
main authors that brought the alphabet and literature to North America through the analysis of manuscripts of
the first writings by Spaniards in North America.

SPA 318, “Love and Death in Contemporary Spanish American Literature” gives students the main concepts to
read novels and poems critically in which love and death are the main subjects. It allows students to distinguish
and describe, in each character, the process of love and its psychological changes from the beginnings until the
end of each novel. This course shows and analyzes the intimate connection between writing and reading as
agents in the experience and vision of love.

SPA 320, “The Literature of Nostalgia” provides students with the main concepts to read critically novels and
poems in which nostalgia for the homeland and the return to it are among the main subjects. This course
describes the contrast between immigrants’ memories of the past and the real homeland they encounter upon
their return in the novels and poems studied.
4b.
The syllabi for the courses within this program incorporate the suggested elements of a syllabus – an example
of which can be found at the following St. John’s University Center for Teaching and Learning link. (Suggested limit
1/3 page) http://stjohns.campusguides.com/content.php?pid=71651&sid=984766
All the elements that are suggested as elements of a syllabus are included in the course outlines presented to every
student, all of which can be found in Digication.
Sample of syllabi:
Department: Languages and Literatures
Course Number and Title: SPA 234: Spanish American Poetry.
Bulletin Description: A study of the most representative authors and works in Latin American poetry.
Prerequisite: Admission to the BA and/or BA/MA program in Spanish, or by permission from the Chair or Graduate Program
Director.
Credits: 3 semester hours
Program Goals:
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Refine the use of the Spanish language through the study of literature, history, linguistics, and the arts.
Develop methodology skills for interpretation of texts.
Instill appreciation of multiculturalism.
Demonstrate global perspectives.
Learning Outcomes:
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Speak and write with fluency in the target language.
Analyze texts from different genres and time periods.
Understand the various traditions within the target literature and culture.
Detect interconnections between the target literature and culture and other literatures and cultures.
Units of Instruction:

José Martí and his poetics of action
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Rubèn Darío and the first autoctonous Spanish American literary movement, Modernismo
The humanism of César Vallejo
Pablo Neruda, Nobel Prize in Literature
Vicente Huidobro and his poetics of creation
Jorge Luis Borges, Argentina’s foremost literary figure
Afro-Caribbean Poetry: Luis Pales Matos and Nicolas Guillen
Jose Lezama Lima and his neo-baroque poetic system
Pedro Mir and Nicanor Parra
Octavio Paz, Nobel Prize in Literature
Cintio Vitier and Fina Garcia Marruz, Cuba’s foremost literary couple
Jaime Sabines and Ernesto Cardenal
Contemporary Caribbean poets: Pablo Armando Fernandez, Nancy Morejon and Rosario Ferre
Homero Aridjis, Mexico’s foremost poet today
Selected Biography:
Abril, Xavier. Vallejo (Ensayo de la aproximación crítica). Buenos Aires: Ediciones Front, 1958.
César Vallejo o la teoría poética. Madrid: Taurus, 1962.
Anderson Imbert, E. La originalidad de Rubén Darío. Buenos Aires: Centro Editor de América Latina, 1967.
Alegría, Fernando. La poesía chilena. México: 1954.
Arbeláez, Fernando. Panorama de la nueva poesía colombiana. Bogotá: 1964.
Arenas, Braulio. En el mejor de los mundos. Chile: Zig-Zag, 1970.
Aridjis, Homero. Los espacios azules. México: Mortiz, 1968.
. Ajedrez. Navegaciones. México: Siglo XXI, 1969.
. Del cielo y sus maravillas, de la tierra y sus miserias. México: Fondo de Cultura Económica, 2013.
Bajarlia, Juan Jacobo. El vanguardismo poético en América y España. Buenos Aires: 1957.
. La poesía de vanguardia: De Huidobro a Vallejo. Buenos Aires: 1965.
Ballagas, Emilio. Antología de la poesía negra hispanoamericana. Madrid: 1935.
. Mapa de la poesía negra americana. Buenos Aires: 1946.
Bary, David. Huidobro o la vocación poética. España: Universidad de Granada, 1963.
Barrenechea, Ana María. La expresión de la irrealidad en la obra de Jorge Luis Borges. México: Colegio de México, 1957.
Becco, Jorge Horacio, y Osvaldo Svanascini. Diez poetas jóvenes: Ensayo sobre moderna poética, antología y ubicación de la
joven poesía argentina desde 1937 hasta 1947. Buenos Aires: 1948.
Belli, Carlos G. ¡Oh Hada Cibernética! Caracas: Monte Avila, 1969. (Edición que recoge, hasta esta fecha, casi todos sus libros).
Bellini, Giuseppe.
Poeti delle Antille. Parma: 1963.
Borges, Jorge Luis. Obra poética (1923-1967). Buenos Aires: Emecé Editores, S. A., 1967.
. Elogio de la sombra. Barcelona: Emecé, 1969.
. El oro de los tigres. Barcelona: Emecé, 1972.
Buzo Gómez, Sinforiano. Indice de la poesía paraguaya. Asunción-Buenos Aires: 1943.
. Caballo de fuego: La poesía del siglo veinte en América y España. Buenos Aires: 1952.
Cadenas, Rafael. Cuadernos del destierro. Caracas: Tabla Redonda, 1960.
. Falsas maniobras. Venezuela: Universidad de Carabobo, 1966.
Camacho-Gingerich, Alina. Altazor traducido, a revie article on Eliot Weinberger’s Altazor: The Poem by Vicente Huidobro, a
translation of the Chilean poet Vicente Hidobro’s masterpiece, Altazor. Linden Lane Magazine, vol. IX, No. 1 &2, April-June,
1990, 12.
. El lenguaje como naturaleza en las obras de José Lezama Lima. Discurso: Revista de Estudios
Iberoamericanos, vol. 7, No. 2 (1990), 307-314.
. La cosmovisión poética de José Lezama Lima en Paradiso y Oppiano Licario. Miami: Ediciones
Universal, POLYMITA Collection, 1990.
. La historia como ruptura y fusión erótica en Una familia lejana de Carlos Fuentes. INTI: Revista de
Literatura Hispánica, 28 (otoño 1988): 58-66.
. Las vacaciones de Sísifo: Los pasos perdidos de Carpentier. La Semana de Bellas Artes, 97 (10 oct.
1979), Instituto de Bellas Artes, México, D.F., 12- 15.
. Los parámetros del sistema poético lezamiano, an in-depth study of the Cuban poet, novelist and thinker
José Lezama Lima’s poetic system. Revista Iberoamericana, 130-131 (January-June 1985): 47-72.
. Vicente Huidobro y William Carlos Williams. Revista Iberoamericana, XLII, 94 (January-March 1976):
61-70.
. Vicente Huidobro y William Carlos Williams. Reimpreso como Diferencias y similitudes: La poética de
la imaginación en William Carlos Williams y Vicente Huidobro. La Semana de Bellas Artes, 97 ( 10 octubre del 1979), Mexico,
D.F., Instituto de Bellas Artes, 12 -15.
. Ramón López Velarde. Dictionary of Mexican Literature. Ed. Eladio Cortés. West Port,CT:
Greenwood Press, 1992. 370-374.
Cardenal, Ernesto. Poemas. La Habana: Casa de las Américas, 1967. (Una selección bastante representativa de su obra).
Cea, Claire. Octavio Paz. París: Seghers, 1965.
Christ, Ronald. The Narrow Act (Borges’ act of allusion). New York: New York University Press, 1969.
Cobo Borda, J.G. Consejos para sobrevivir. Bogotá: Ediciones La Soga al Cuello, 1974.
Corvalán, Octavio. Modernismo y vanguardia. Coordenadas de la literatura hispanoamericana del siglo XX. New York: 1967.
Coyne, Andre. César Vallejo y su obra poética. Lima: Editora Letras Peruanas, 1958.
. César Moro. Lima: Imprenta Torres Aguirre, 1956.
Cuadra Downing, Orlando. Nueva poesía nicaragüense (introducción de Ernest Cardenal). Madrid: 1949.
Darío, Rubén. Obras completas. Madrid: Aguilar, 1968.
Dauster, Frank. Ensayos sobre poesía mexicana: Asedio a los “contemporáneos”. México: 1963.
Dávila Andrade, C. Materia real. Caracas: Monte Avila, 1970. (Esta edición reúne lo fundamental de su obra; al final hay tres
estudios excelentesde J. Sánchez Peláez, Pierre de Place y Eugenio Montejo).
Díaz Casanueva, H. Antología poética. Chile: Editorial Universitaria, 1970.
Echevarri Mejía, Oscar, y Alfonso Bonilla-Naar. 21 años de poesía colombiana. Bogotá: 1964.
Eguren, J.M. Poesías completas y prosas selectas. Lima: Editorial Universo, 1970. Prólogo, selección y notas de Estuardo Núñez.
Elliot, Jorge. Antología crítica de la nueva poesía chilena. Chile: Universidad de Concepción, 1957.
Escobar, Alberto. Cómo leer a Vallejo. Lima: P.L. Villanueva Editor, 1973.
Fernández Moreno, César. Argentino hasta la muerte. Buenos Aires: Sudamericana, 1963.
. Los aereopuertos. Barcelona: Sudamericana, 1967.
. Introducción a la poesía. México: 1962.
, y Horacio Jorge Becco. Antología lineal de la poesía argentina. Madrid: 1968.
Fern ndez, Pablo Armando. os Ni os e espiden: Pablo Armando Fernánde . La Habana Casa e Las Am ricas, 1968.
Fernández Retamar, Roberto. La poesía contemporánea en Cuba. La Habana: 1954.
, y Fayad Jamís. Poesía joven en Cuba. La Habana: 1960.
Fernández Spencer, Antonio. Nueva poesía dominicana. Madrid: 1953.
Ferrari, Américo. El universo poético de César Vallejo. Caracas: Monte Avila, 1972.
Fitts, Dudley. Antología de la poesía contemporánea americana. Norfolk, CT: 1942.
Flores, Angel (compilador). Aproximaciones a César Vallejo. New York: Las Américas Publishing Company, 1971.
. Aproximaciones a Octavio Paz. México: Mortiz, 1974.
Florit, Eugenio, y José Olivio Jiménez. La poesía hispanoamericana desde el modernismo. New York: 1968.
Forster, Merlin H. Los contemporáneos. 1920-1932. Perfil de un experimento vanguardista mexicano. México: 1962.
Franco Oppenheimer, Félix. Poesía hispanoamericana. México: 1957.
Fuentes, Carlos. Valiente mundo nuevo. México, D. F.: Fondo de Cultura Económica, 1990.
Gaitán Durán, Jorge. Si mañana despierto. Bogotá: Ediciones Mito, 1961.
García Marruz, Fina. Antología poética. México: Fondo de Cultura Económica, 2002.
García Morales, Luis. Lo real y la memoria. Caracas: Editorial Arte, 1962.
Ghiano, Juan Carlos. Poesía argentina del siglo XX. México-Buenos Aires: 1957.
. Veintiséis poetas argentinos. Buenos Aires: 1961.
Girondo, Oliverio. Obras completas. Buenos Aires: Editorial Losada, 1968. Prólogo de Enrique Molina.
Girri, Alberto. Poemas elegidos. Buenos Aires: Losada, 1965. Prólogo de Jorge A. Paita; selección poética desde 1946 a 1964.
. Antología temática (1946-1967). Barcelona: Sudamericana, 1969. Selección y prólogo de Enrique Pezonni, uno de
los mejores estudios sobre esta poesía.
. En la letra, ambigua selva. Barcelona: Sudamericana, 1972.
Goig, Cedomil. La poesía de Vicente Huidobro. Santiago de Chile: Ediciones de los Anales de la Universidad de Chile, 1956.
Gorostiza, José. Poesía. México: FCE, 1964.
Gutiérrez Gidardot, E. Jorge Luis Borges, ensayo de interpretación. Madrid:Instituto Ibero-Americano, Gotemburgo, 1959.
Herrera y Reissig, J. Poesías completas. Barcelona: Losada, 1945. Prólogo de Guillermo de Torre.
Higgins, James. Visión del hombre y de la vida en las últimas obras poéticas de César Vallejo. México: Siglo XXI, 1970.
Hinostroza, Rodolfo. Contra natura. Barcelona: Barral, 1970.
Huidobro, Vicente. Obras completas. Chile: Zig-Zag, 1964.
Ibarra, Héctor. La nueva poesía argentina: Ensayo crítico sobre el ultraísmo, 1921-1929. Buenos Aires: 1930.
Ivask, Ivar (editor). The Perpetual Present: The Poetry and Prose of Octavio Paz. Norman: University of Oklahoma Press, 1973.
Jiménez, Juan Ramón; José María Chacón y Calvo y Camila Henríquez Ureña. La poesía cubana en 1936. Colección. La Habana:
1937.
Juarroz, Roberto. Poesía vertical. Buenos Aires: Ediciones Equis, 1958.
. Segunda poesía vertical. Barcelona: Ediciones Equis, 1963.
. Tercera poesía vertical. Barcelona: Ediciones Equis, 1965.
. Cuarta poesía vertical. Barcelona: Aditor, 1969.
. Quinta poesía vertical. Barcelona: Ediciones Equis, 1974.
Labarthe, Pedro Juan. Antología de poetas contemporáneos de Puerto Rico. México: 1946.
Leiva, Raúl. Imagen de la poesía mexicana contemporánea. México: 1959.
Lezama Lima, José. Poesía completa. La Habana: Instituto del Libro, 1970.
. Orbita de Lezama Lima. La Habana: UNEA, 1966. Selección, entrevista y estudio preliminar de Armando
Alvarez Bravo; una excelente introducción a esta obra.
. Tratados en La Habana. Cuba: Universidad Central de las Villas, 1958. Introducción a los vasos orificios.
Barcelona: Barral, 1971. (Selección de sus mejores ensayos).
_______________. La expresión americana. Santiago de Chile: Editorial Universitaria, 1969.
_______________. Introducción a los vasos órficos. Barcelona: Barral, 1971.
_______________. Paradiso. Madrid: Catedra, 1980.
Lihn, Enrique. La pieza oscura. Chile: Editorial Universitaria, 1963.
. Poesía de paso. La Habana: Casa de las Américas, 1966.
. La musiquilla de las pobres esferas. Chile: Ed. Universitaria, 1969.
Liscano, Juan. Nombrar contra el tiempo. Caracas: Monte Avila, 1968. (Selección de la mayor parte de su obra poética).
List Azurbide, Germán. El movimiento estridentista. Jalapa, México: 1926.
Lobell, Connie. Poetas venezolanos, 1940-1943. Caracas: 1956. México: FCE, 1971. Edición y prólogo de José Luis Martínez.
Lugones, Leopoldo. Obras poéticas completas. Madrid: Aguilar, 1959.
Maples Arce, Manuel. Antología de la poesía mexicana moderna. Roma: 1940.
Martí, José. Obras completas. La Habana: Editorial Nacional de Cuba, 1963.
Martínez, David. Poesía argentina actual (1930-1960). Buenos Aires: 1961.
Medina, José Ramón. Examen de la poesía venezolana contemporánea. Caracas: 1956.
. Antología venezolana (verso). Madrid: 1962.
Mistral, Gabriela. Poesías completas. Madrid: Aguilar, 1968.
Monsivais, Carlos. La poesía mexicana del siglo XX. México: 1966.
Molina, Enrique. Amantes antípodas. Barcelona: Losada, 1961.
. Fuego libre. Barcelona: Losada, 1962
. Las bellas furias. Barcelona: Losada, 1966.
Morales, Ernesto. Antología de poetas americanos. México: 1955.
Moro, César. La tortuga ecuestre. Lima: Ediciones Tigrodine, 1957.
. Surrealistas y otros peruanos insulares. Barcelona: Ocnos, 1973. Selección de M. Lauer y A. Oquendo; prólogo de
Julio Ortega. (En este volumen es donde quizá se encuentra la selección más completa de Moro).
Muñoz, Rafael José. El círculo de los tres soles. Caracas: Zona Franca, 1968. Con estudio de Juan Liscano.
Mutis, Alvaro. Summa de Magroll el Gaviero. Barcelona: Barral, 1973. Con prólogo de J.G. Cobo Borda.
Neruda, Pablo. Obra Completa. Barcelona: Círculo de Lectores, 1999.
Núñez, Estuardo. La literatura peruana en el siglo XX. México: 1965.
Onis, Federico de. La poesía iberoamericana, en España en América. Río Piedras, PR: 1955.
. Antología de la poesía española e hispanoamericana (1882-1932), reedición. Nueva York: 1964.
Ortega, Julio. Figuración de la persona. Barcelona: Edhasa, 1971.
Pacheco, José Emilio. No me preguntes cómo pasa el tiempo. México: Mortiz, 1969.
. Irás y no volverás. México: FCE, 1973.
Padilla, Heberto. El justo tiempo humano. La Habana: UEAC, 1962.
. Fuera del juego. Buenos Aires: Aditor, 1969.
Panero, Leopoldo. Antología de la poesía hispanoamericana (Tomo II). Madrid: 1945.
Parra, Nicanor. Obra gruesa. Chile: Ed. Universitaria, 1969.
Paternaín, Alejandro. 36 años de poesía uruguaya. Montevideo: 1967.
Paz, Octavio. Cuadrivio. México: Mortiz, 1965.
. Corriente Alterna. México: Ed. Siglo Veintiuno, 1967.
. El arco y la lira, segunda edición. México: 1967.
. El signo y el garabato. México: Mortiz, 1975.
. El mono gramático. Barcelona: Barral, 1974.
. La centena (1935-1968). Barcelona: Barral, 1969.
. Ladera este. México: Mortiz, 1969.
. La otra voz: Poesía y fin de siglo. Barcelona: Seix Barral, 1990.
. Los hijos del limo. Barcelona: Six Barral, 1974.
. Poesía en movimiento. Ali Chumacero, josé Emilio Pacheco y Homero Aridjis. México: 1966.
Pedemonte, Hugo Emilio. Nueva poesía uruguaya. Madrid: 1958.
Pellegrini, Aldo. Antología de la poesía viva latinoamericana. Barcelona: 1966.
Pérez-So, Reynaldo. Para morirnos de otro sueño. Caracas: Monte Avila, 1970.
. Tanmatra. Caracas: Policrom, 1972.
Pesantez Rodas, Rodrigo. La nueva literatura ecuatoriana (vol. I: Poesía). Guayaquil: 1966.
Phillips, Allen. Ramón López Velarde, el poeta y el prosista. México: Instituto de Bellas Artes, 1962.
. Cinco estudios sobre literatura mexicana moderna. México: Sep/ Setentas, 1974.
Phillips, Rachel. The Poetic Modes of Octavio Paz. London: Oxford University Press, 1972.
Pizarnik, Alejandra. Arbol de Diana. Buenos Aires: Sur, 1962.
. Los trabajos y las noches. Barcelona: Sudamericana, 1965.
. Extracción de la piedra de la locura. Barcelona: Sudamericana, 1968.
. El infierno musical. Buenos Aires: Siglo XXI, 1971.
Pla, Josefina. La poesía paraguaya. Antología. Caracas: 1963. Primer Congreso de Poesía Puertorriqueña, crítica y antología de la
poesía puertorriqueña, San Juan, PR, 1958.
Quirós, Juan. Indice de la poesía boliviana contemporánea. La Paz: 1964.
Ramos Sucre, J.A. Obras. Caracas: Ediciones del Ministerio de Educación, 1956. Prólogo de F.A. Núñez.
. Los aires del presagio. Caracas: Colección Rescate, 1960. Compilación, prólogo y notas de Rafael Angel
Insuasti.
Ripoll, Carlos. La generación de 1923 en Cuba y otros apuntes sobre el vanguardismo. Nueva York: 1964.
Rodríguez Monegal, E. Borges par lui-même. París: Seuil, 1970.
Rosa-Nieves, Cesareo. La poesía en Puerto Rico, segunda edición. San Juan: 1958.
Salazar Bondy, Sebastián; Jorge E. Eilson y Javier Sologuren. La poesía contemporánea del Perú. Lima: 1946.
Salinas, Pedro. La poesía de Rubén Darío. Buenos Aires: Losada, 1957.
Saz, Agustín del. La poesía hispanoamericana. Barcelona: 1948.
. Nueva poesía panameña. Madrid: 1954.
Scarpa, Roque Esteban, y Hugo Montes. Antología de la poesía chilena contemporánea. Madrid: 1968.
Serra, Edelweisse. Poesía hispanoamericana: Ensayos de aproximación interpretativa. Santa Fe, Argentina: 1964.
Simón, Pedro (compilador). Lezama Lima. La Habana: Casa de las Américas, 1970.
Sola, Otto de. Antología de la moderna poesía venezolana. Caracas: 1940.
Sucre, Guillermo. Borges, el poeta. Caracas: Monte Avila Editores, 1967.
. La máscara, la transparencia. Ensayos sobre poesía hispanoamericana. Caracas: 1975.
Tamayo, Marcial. Borges, enigma y clave. Buenos Aires: Nuestro Tiempo, 1955.
Trejo, Caracciolo E. La poesía de Vicente Huidobro y la vanguardia. Madrid: Gredos, 1974.
Torre, Guillermo de. Tres conceptos de la literatura hispanoamericana. Buenos Aires: 1961.
. Historia de las literaturas de vanguardia. Madrid: 1965.
Undurraga, Antonio de. Doce poetas chilenos. Montevideo: 1958.
Uribe Ferrer, René. Modernismo y poesía contemporánea. Medellín: 1962.
Vallejo, Cesar. Poesía Completa. Barcelona: Barral 1978.
Varios: Movimientos literarios de vanguardia. Austin,TX: Universidad de Texas, 1965.
Videla, Gloria. ultraísmo. Madrid: 1963.
Vignale, Pedro Juan, y César Tiempo. Exposición de la actual poesía argentina. Buenos Aires: 1927.
Villaurrutia, Javier; Emilio Prados, Juan Gil Albert y Octavio Paz. Laurel. Antología de la poesía moderna en lengua española.
México: 1941.
Vitier, Cintio. Diez poetas cubanos (1937-1947). La Habana: 1948.
. Cincuenta años de poesía cubana, 1902-1952. La Habana: 1952.
. Lo cubano en la poesía. Cuba: Universidad Central de las Villas, 1958.
___________. Antología poética. Caracas: Monte Avila Editores Latinoamerica, 1993.
Weinberger, Eliot, ed. The Collected Poems of Octavio Paz, 1957-1987. New York: A New Directions Book, 1990.
Xirau, Ramón. Octavio Paz: el sentido de la palabra. México: Mortiz, 1970.
. Poesía iberoamericana contemporánea. (Nueva edición aumentada). Barcelona: 1973
NYSED Requirement:
Classroom contact: 30 hours
Homework assignments: 120 hours
***
Department: Languages and literatures
Course Number and Title: Spanish 248, Indian Themes in Spanish-American Literature
Bulletin Description: A study of the Indian theme in Spanish-American literature as reflected in the works of representative authors.
(All Graduate courses are conducted in the Spanish.)
Prerequisites: To be admitted into the BA/MA and /or MA Program in Spanish, or by permission of the Chair and/or the Director of
the Graduate Program.
Program Goals:
Goal #1
Goal #2
Goal #3
Goal #4
Goal #5
Refine the use of the Spanish language through the study of the literature, history, and linguistics.
Develop in students methodology skills for interpretation of texts.
Prepare students for scholarly and/or creative writing.
Instill appreciation of multiculturalism.
Demonstrate, within a global perspective, the values of the literature, history and culture of the Hispanic world.
Outcomes:
Outcome #1
Outcome #2
Outcome #3
Outcome #4
Speak and write adequately on the target subjects.
Write analytical essays, poems and stories.
Understand the various traditions within the Hispanic World.
Outcome # 5
Detect interconnections among writers of Spanish-speaking countries.
1. A panoramic view of the Indian theme from Columbus’s discovery of the New World to the present. The impact of his writings on
European thought.
2. The Conquest and the rise of the system of the Encomiendas; the chroniclers and the controversial attack and defense of Indians;
the Spanish Kings’s position; a study of Fernández de Oviedo, P. Acosta, Cortés, Las Casas, Alonso de Ercilla; Popol Vuh, the sacred
book of the Quiché Indian.
3. The Inca Garcilaso de la Vega and the problem of identity. Rise of a new people through transculturation.
4. Romanticism and the Indian theme. Latin American authors view the Indian from a European perspective as an exotic idealistic
figure. A study of Gertrudis Gómez de Avellaneda Guatimozín, último emperador de México, 1846; Jorge Isaacs María, 1867; Juan
León Mera Cumandá, 1879. move from the indianista novel to the indigenista novel.
5. Introduction to the indigenista novel through Clorinda Matto de Turner Aves sin nido, 1889. Matto de Turner as the precursor of
the genre.
6. Midterm.
7. The indigenista novels of Alcides Arguedas Raza de bronce, 1919, and of Jorge Icaza Huasipungo, 1934.
8. The indigenista novels of Ciro Alegría El mundo es ancho y ajeno, 1941, and of Rosario Castellano Oficio de tinieblas, 1962.
9. The indigenista short story and Enrique López Albújar Los cuentos andinos, 1920; Miguel Angel Asturias Hombres de maíz,
1949.
10. The indigenista and neo indigenista novel and José María Arguedas Diamantes y pedernales, 1954.
11. Rigoberta Menchú, Nobel Peace Prize, 1992.
12. Oral presentations.
13. Oral presentations.
14. Final examination.
Assessments: Criteria for Evaluation of Student Performance.




Class participation based on analysis of assigned weekly readings
Oral and/or written presentations based on the reading of a work
not covered in class, involving research and a critical and personal approach
Writing of a short story from the perspective of the native Indian.
If selected, the manuscript will be published in Entre Rascacielos,
literary journal sponsored by St. John’s Chapter of the Spanish Honor Society
Midterm and final
Final Grade
10%
40%
20%
30%
Bibliography:
Aibar Ray, Elena. Identidad y resistencia cultural en las obras de José María Arguedas.Lima: Pontificia Universidad Católica, Fondo
Editorial, 1992.
Arango, Manuel Antonio. Origen y evolución de la novela hispanoamericana. Bogotá: Tercer Mundo, 1988.
Carrasco, Pedro. América indígena. Madrid: Alianza Editorial, 1985.
Céspedes, Guillermo. La Conquista. Madrid: Alianza, 1985.
Chang-Rodríguez, Eugenio. Latinoamérica, su civilización y su cultura. Boston, MA: Heinle &Heinle Publishers, 1991.
Clendinnen, Inga. Ambivalent Conquests: Maya and Spaniards in Yucatán, 1517-1570, Cambridge-New York: Cambridge University
Press, 1987.
Diccionario de Literatura española e hispanoamericana. (Dirigido por Ricardo Gullón). Madrid: Alianza Editorial, 1993.
Ehrenreich, Jeffrey, Ed. Political Anthropology of Ecuador: Perspectives from Indigenous Cultures. Albany: Center for the Caribbean
and Latin America, State University of New York, Albany, 1985.
Fargues, Roland. Del pensamiento dialéctico al pensamiento trágico: historia de una utopía. Lima: Editorial Horizonte, 1989.
Fargues, Roland. José María Arguedas: la letra inmortal: Correspondencia con Manuel Moreno Jimeno. Lima: Ediciones Los Ríos
Profundos, 1993.
Lazo, Raimundo. La novela andina. Pasado y futuro. México: Editorial Porrúa, 1971.
Meléndez, Concha. La novela indianista en Hispanoamérica (1832-1880). Río Piedras, Puerto Rico, 1961.
Ortega, Julio. Crítica de la identidad: La pregunta por el Perú en su literatura. México: Editorial Tierra Firme, 1988.
Pinilla, Carmen María. Arguedas: conocimiento y vida. Lima: Pontificia, Universidad Católica, Fondo Editorial, 1994.
Pupo-Walker, Enrique. Historia, creación y profecía en los textos del Inca Garcilaso. Madrid: Porrúa Turanzas, 1982,
Ramírez, Susan E. Provincial Patriarchs: Land Tenure and the Economics of Power in Colonial Peru. Albuquerque: University of New
Mexico Press, 1986.
Rodríguez-Luis, Julio. Hermenéutica y praxis del indigenismo: la novelística indigenista de Clorinda Matto a José María Arguedas.
México: Editorial Tierra Firme, 1980.
Sacoto, Antonio. El indio en el ensayo de la América española. New York: Las Americas Publishing Company, 1971.
Saintoul, Catherine. Racismo, etnocentrismo y literatura: la novela indigenista andina. Buenos Aires: Ediciones del Sol, 1988.
Schodt, David W. Ecuador: An Andean Enigma. Boulder, Co.: Westview Press, 1987.
Simpson, Leslie Byrd. The Encomienda in New Mexico: The Beginning of Spanish Mexico. Berkely: University of California Press,
1982.
Soustelle, Jacques. La vida cotidiana de los aztecas en vísperas de la Conquista. México: Fondo de Cultura Económica, 1983.
Stern, Steve J. Peru’s Indian Peoples and the Challenge of Spanish Conquest. Madison: University of Wisconsin Press, 1982.
Todorov, Tzvetan. La Conquista de América. La cuestión del otro. México: Siglo veintiuno editores, 1987.
Wachtel, Nathan. The Vision of the Vanquished: The Spanish Conquest of Peru through Indian Eyes, 1530-1570. New York: Harper,
1977.
NYSED Requirement:
***
Course Number and Title: Spanish 300, Spain in North America, Early Writings.
Bulletin Description: First writings by Spaniards in North America. The literature of early settlers, navigators, soldiers and
priests.
Prerequisites: To be admitted into the BA/MA and /or MA Program in Spanish, or by permission of the Chair and/or the
Director of the Graduate Program.
Corequisites: It meets core requirements. It may be taken as an elective.
Program Goals:
Goal # 1 Refine the use of the Spanish language through the study of literature, history, and linguistics.
Goal # 2 Develop in students methodology skills for interpretation of texts.
Goal # 3 Apply theory to scholarly and/or creative writing.
Goal # 4 Instill appreciation of multiculturalism.
Goal # 5 Demonstrate, within a global perspective, the values of the literature, history and culture of the Hispanic world.
Outcomes:
Outcome # 1 Speak and write with fluency in the target language.
Outcome # 2 Analyze texts from different genres and time periods.
Outcome # 3 Write essays, poems and stories.
Outcome # 4 Understand the various traditions within the Hispanic world.
Outcome # 5 Detect interconnections among writers of Spanish-speaking countries.
Units of Instruction per Week:
1. The arrival of the Latin alphabet and literature to North America. Navigator’s logs, reports of royal secretaries,
priest’s records and grammars of native languages, captive and soldier’s narratives. Llegada del alfabeto latino a
Norteamérica. Derroteros de navegantes, informes de secretarios de cartas reales, escritos de frailes y gramáticas de
lenguas nativas, narraciones de cautivos y soldados.
2. The first hand description of the adventures of Alvar Núñez and three other survivors in the South West. Merits of
the narrative. Descripción testimonial de Alvar Núñez y tres compañeros por los territorios del sudoeste.Valor de la
narración
3. An unpublished Chronicle writer of Indies, Pedro Fernández de Pulgar. Compilation and translation of works found
in his Historia de la Florida of 1694. French and Italian historiographers. Menéndez de Avilés, founder of San Agustín.
Huguenot settlements of Jean Ribault and Laudonnière. Un cronista inédito de Indias, Pedro Fernández de
Pulgar.Compilación y traducciones incluidas en su Historia de la Florida de 1694. Historiografía francesa e italiana.
Menéndez de Avilés, fundador de San Agustín. Asentamientos hugonotes de Jean Ribault y Laudonerio.
4.
First description of the Mexican gulf and the bays of Mobile and Pensacola by the royal cosmographer. Rare
information on the fate of La Salle’s expedition found on the Spanish reports of Admiral Andrés del Pez. Primera
descripción del seno Mexicano y de las bahías de Mobile y Pensacola por el cosmógrafo real. Rara información sobre lo
ocurrido a la expedición de la Salle en el informe del admirante de la Armada de Barlovento Andrés del Pez.
Partial Exam I
5. A long baroque epic poem written in verse by Captain Gaspar de Villagrá. /Un largo poema épico barroco escrito en
verso por el capitán Gaspar de Villagrá.
6. The expedition and settlement of Juan de Oñate in New Mexico told by a foot soldier, Castañeda de Nájera. The art
of narration. Anthropological value. / Expedición y asentamiento de Juan de Oñate en Nuevo México narrada por un
soldado de a pié. El arte de contar. Valor antropológico.
7. Presencia franciscana en Nuevo México. El informe de Fray Alonso de Benavides. / Franciscan presence in New
Mexico. The Memoirs of Fray Alonso de Benavides.
8. First exploration of Utah as described in the log of Domínguez y Escalante. Sea logs and land travel logs. / Primera
exploración de Utah descrita en el Derrotero de Domínguez y Escalante. Derroteros marítimos y terrestres.
Partial Exam II
9. Father Kino, founder of missions in the Pimería Alta in Arizona. The literary perspective of a cosmographer./ El
padre Kino, fundador de misiones en la Pimería Alta de Arizona. Perspectiva literaria del cosmógrafo.
10. The Life of Fray Junípero Serra and the foundation of missions in California, by father Palou. The tecniques of
bibliographic accounts. / La vida de Fray Junípero Serra y la fundación de las misiones de California. Las técnicas del
biógrafo.
11. The first book preserved on Linguistics written in North America by Father Pareja. The Art of Timucuan Language.
/ El primer libro de lingüística escrito en Norteamérica por el padre Pareja. El arte de la lengua timucuana.
12. Final Exam
Bibliography:
Palou, Fr. Francisco. Noticias de la, Antigua y Nueva California. San Francisco 1875.
Quintana Jato, Beatriz. Pedro Fernández de Pulgar y su obra americanista.: una aporta-ción al estudio de la lengua del siglo
XVII. (microform) Microforma. Valladolid. Secretariado de Publicaciones e intercambio científico. Universidad de
Valladolid, 1999
Corella Cebriá, Antonio. Cabeza de Vaca, el héroe americano., Madrid. Palabra, 1992
Lacalle, Carlos. Noticias sobre Alvar Núñez Cabeza de Vaca: hazañas americanas de un caballero andaluz. Sociedad Estatal
Quinto Centenario, 1992
Correspondencia del P. Kino con los Generales de la Compañía de Jesús. 1682, 1707 Prólogo y notas de Ernest J. Burrus. S.J.
Mexico. Jus, 1961
Kino escribe a la duquesa: Correspondencia del padre Eusebio Francisco Kino con la Duquesa de Aveiro, y otros
documentos. Por Ernest J. Burrus. S.J. Madri. José Porruna Turanzas, 1964
Oltra Perales, Enrique. El beato Fray Junípero Serra: misiones y misioneros franciscanos en la Alta California (1769-1823)
Valencia. Librería San Lorenzo Franciscanos, 2004
Escritos de Fray Junípero Serra. Ed. Salustiano Vicedo. Mallorca. Petras, 1984
Lummis, Carlos F. Los exploradores españoles del siglo XVI. Madrid. Espasa Calpe, 1960
Texts: Núñez Cabeza de Vaca, Alvar. Naufragios y comentarios. Madrid. Calpe, 1922
Fernández de Pulgar, Pedro. Historia de la Florida, 1694. Ed. Nicolás Toscano, ICL. Madrid, 2009
Pérez de Villagrá, Gaspar. Historia de la Nueva México, 1610. Ed, Encinias, Rodríguez and Sánchez Alburquerque.
University of New Mexico Press, 1992
Castañeda de Nájera, Pedro. Relación de la jornada de Cíbola compuesta por Pedro de Castañeda de Náxera, donde se trata
de todos aquellos poblados y ritos, y costumbres, la cual fue el año de 1540. Ed. George Parker Winship. New York. AMS
Press, 1973
Benavides, Fray Alonso de .The Memorial of Fray Alonso de Benavides, 1630. Alburquerque. Horn and Wallace, Publishers,
New Mexico, 1965.
.
Domínguez, Fray Francisco Atanasio. Vélez de Escalante, Fray Francisco Silvestre. Derrotero y diario. Ed. Jarom McDonald.
www.mith2.umd.edu/eada/gateway/diario/intro/html
Kino, Eusebio. Favores Celestiales (Las misiones de Sonora y Arizona) .Ed. Emilio Bosé. Mexico. Editorial Cultura, 19131922
Palou, Fr. Francisco. Relación histórica de la vida del venerable padre fray Junípero Serra, Mexico 1787.
Pareja, Francisco. Arte y pronunciación en Lengua Timucuana. (Provided in digital format)
Recommended additional readings from the digital library Cervantesvirtual.com
*
Asiento con Cristóbal Martín por el que se ofrece a ir en persona al descubrimiento, pacificación y población del
Nuevo México ... México a 26 de octubre de 1583..
*
Asiento y capitulaciones, entre el virrey de Nueva España, Don Antonio de Mendoza y el adelantado Don Pedro de
Alvarado para la prosecucion del descubrimiento de tierra nueva, hecho por fray Marcos de Niza.
*
Carta a su Majestad, de Francisco Vázquez Coronado en que hace relación del descubrimiento de la provincia de
Tigüex. (20 de octubre de 1541).
*
Carta de D. Tristán de Luna y Arellano, gobernador de la Florida, A.S.M. sobre lo acaecido en aquellas partes. (24
de septiembre de 1559) / Luna y Arellano, Tristán.
*
Carta de Francisco Vázquez Coronado al Emperador, dándole cuenta de la expedición a la Provincia de Quivira y de
la inexactitud de lo referido a Fr. Marcos de Niza, acerca de aquel país / Vázquez Coronado, Francisco.
*
Carta de Juan Rogel a Juan de Hinestrosa, tesorero de Cuba en que refiere el estado miserable en que se hallaba la
Florida (11 de diciembre de 1569) / Juan Rogel.
*
Carta del virrey D. Luis de Velasco al emperador, dándole cuenta de expedición mandada a poblar la Florida.
*
Carta relación de don Pedro Porter Casanate, caballero de la Orden de Santiago desde que salió de España el año
1643 para el descubrimiento del Golfo de la California hasta 24 de enero de 1649, escrita a un amigo suyo / Porter Casanate,
Pedro.
*
Copia de carta escrita al Virrey Conde de Monterrey Don Juan de Oñate, de la Nueva México, a 2 de marzo de 1599
años (corresponde al capítulo primero de materia de guerra, fecha en México a 4 de octubre de 1599).
*
Descubrimiento de las siete ciudades, por el P. Fr. Marcos de Niza.
*
Diligencias hechas en Sevilla con motivo de la venida de Esteban de las Alas, con 110 soldados, de la Florida... Año
de 1570.
*
Discurso y proposición que se hace a Vuestra Magestad de lo tocante a los descubrimientos del Nuevo México por
sus capítulos de puntos diferentes.
*
Don Alonso de Oñate pide se confirme la capitulación que hizo el Virrey con Don Joan de Oñate sobre el Nuevo
México ....
*
Expediente y relación del viaje que hizo Antonio Espejo con catorce soldados y un religioso de la orden de San
Francisco, llamado Fray Agustín Rodríguez; el cual debía de entender en la predicación de aquella gente.
*
Historia de la Nueua Mexico, del capitan Gaspar de Villagra / Villagrá, Gaspar de. -- Ed. facsímil.
Ed. original: Alcala, por Luys Martinez Grande, a costa de Baptista Lopez mercader de libros, 1610.
*
Memoria de las cosas y costa y indios de la Florida, que ninguno de cuantos la han costeado, no lo han sabido
declarar.
*
Memoria del descubrimiento que Gaspar Castaño de Sosa, hizo en el Nuevo México, siendo Teniente de
Gobernador y Capitán General del Nuevo Reino de León : (27 de Julio de 1590).
*
Memoria del descubrimiento que Gaspar Castaño de Sosa, Teniente de Gobernador y Capitán General del Nuevo
Reino de León por el Rey D. Felipe Nuestro Señor....
*
Memoria de los lugares y que tierra es cada lugar, de los de las provincias de la Florida, por donde el capitán Juan
Pardo entró a descubrir camino para Nueva España.
*
Memorial del almirante don Pedro Porter Casanate, al Rey, recomendando una nueva expedición a la California,
para adquirir más noticias sobre tan importante territorio / Porter Casanate, Pedro.
*
Memorial del capitán Nicolás Cardona al Rey, sobre sus descubrimientos y servicios en la California.
*
Memorial sobre el descubrimiento del Nuevo México y sus acontecimientos. (Años desde 1595 a 1602).
*
Relación del descrubimiento [sic] del Nuevo Mexico y de otras muchas provincias y ciudades ... / Montoya, Juan
de. -- Ed. facsímil.
Ed. original: Roma, por Bartholome Bonfadino, 1602.
*
Relación del descubrimiento del Reino de la California, por el capitán y cabo Nicolás Cardona.
*
Relación del descubrimiento que hizo Juan Rodríguez, navegando por la contracosta del Mar del Sur al Norte, hecha
por Juan Páez (julio de 1542).
*
Relación de lo que Hernando de Alvarado y Fray Joan de Padilla descubrieron en demanda de la mar del Sur.
*
Relación del suceso de la jornada que Francisco Vázquez hizo en el descubrimiento de Cíbola.
*
Relación del viaje de Pánfilo de Narváez al Río de las Palmas hasta la punta de la Florida, hecha por el tesorero
Cabeza de Vaca. (Año 1527).
*
Relación hecha por el Capitán Juan Jaramillo, de la jornada que había hecho a la Tierra Nueva en Nueva España y al
descubrimiento de Cíbola, yendo por General Francisco Vázquez Coronado (Año de 1537) / Jaramillo, Juan.
*
Relación histórica de la vida del Venerable Padre Fray Junípero Serra, y de las misiones que fundó en California
septentrional, y nuevos establecimientos de Monterrey / escrita por ... Francisco Palau .... -- Ed. facsímil.
Ed. original: México, a expensas de Don Miguel González Calderón (Imp. de Don Felipe Zúniga, 1787).
*
Testimonio dado en México sobre el descubrimiento de doscientas leguas adelante, de las Minas de Santa Bárbola...
cuyo descubrimiento se hizo en virtud de cierta licencia que pidió Fr. Agustín Rodríguez y otros religiosos franciscos.
Acompañan relaciones de este descubrimiento y otros documentos. (Años de 1582 y 1583).
*
Testimonio de la capitulación que hizo con el Rey el licenciado Lucas Vázquez de Ayllón para descubrir la tierra
que está a la parte del Norte Sur de la Isla Española, 35 a 37 grados. (Año de 1523).
*
Testimonio del descubrimiento y posesión de la Laguna del Nuevo México, hecho por Francisco Cano, Teniente de
Alcalde Mayor de las Minas de Mascipil en la Nueva Galicia : (año de 1568).
*
Traslado de las nuevas y noticias que dieron sobre el descubrimiento de una ciudad, que llamaron de Cíbola, situada
en Tierra Nueva.
*
Tratado de Guadalupe Hidalgo / México. -- Ed. facsímil.
*
Tratado de Guadalupe Hidalgo [Transcripción] / transcrito por Justo S. Alarcón y Manuel de J. Hernández-G.
*
Tratados, etc. Estados Unidos, 1848 / México.
*
Tratados, etc. Estados Unidos, 1848 / México. -- Ed. facsímil.
*
Tratados, etc. México, 1848 / Estados Unidos.
*
Tratados, etc. México, 1848 / Estados Unidos. -- Ed. facsímil.
NYSED Requirement:
***
Course Number and Title: SPA 310, The Visual Arts in Spanish Literature
Bulletin Description: A panoramic view of the uses of the visual arts in Spanish literature.
Goals of the course:
1.
2.
3.
To introduce the student to the interrelations between the visual arts and Spanish literature.
To introduce the student to the concept of ekphrasis.
To study the different uses of the visual arts in selected readings.
Learning outcomes:
At the end of the semester the student is expected:




to become familiar with the different ways in which the visual arts enter the narrative.
to understand the theoretical aspects of ekphrasis.
to analyze instances of ekphrasis in different periods of Spanish literature.
to identify ekphrastic poetry.
Units of instruction and suggested readings:












The relationship between literature and the visual arts Mimesis. “Ut pictura poesis erit”. The expressive aesthetic. The antiesthetic.
The continuum of uses of the visual arts in literature: Decorative. Biographical. Ideological. Interpretive. Perceptual.
Hermeneutic.
A diachronic view of ekphrasis: The Progymnasmata. The Shield of Achilles. Lessing. Krieger.
Descriptio. Energeia. The ekphrastic impulse in literature.
Temporal versus spatial representation. Azorín and the Spanish Masters.
Rococo painting and the poetry of Juan Meléndez Valdés.
Literary Modernism and Pre-Raphaelite Art. The early Juan Ramón Jiménez.
The narrative of Jos Guti rrez Solana and his paintings of “la España negra”.
Sorolla and the landscape in the writings of the Generation of 98.
The Cubist compositions of Ramón Gómez de la Serna.
The Surrealist paintings of Maruja Mallo and Rafael Alberti´s Sobre los ángeles.
Perceptual and Hermeneutic uses of the visual arts in the novels of Rosa Chacel.
Bibliography:
Becker, Andrew Sprague. The Shield of Achilles and the Poetics Of Ekphrasis. Maryland: Rowman & Littlefield Publishers,
1995.
Bergmann, Emilie. Art Inscribed: Essays on Ekphrasis in Spanish Golden Age Poetry. Cambridge: Harvard University Press,
1979.
Heffernan, James. Museum of Words. The Poetics of Ekphrasis from Homer to Ashbery. Chicago: The University of Chicago
Press, 1993.
Jurkevich, Gayana. “A Poetics of Time and Space Ekphrasis and the Modern Vision in Azorín and Velazquez.” MLN
110(1995):284-301
---. “Azorín’s Magic Circle The Subversion of Time and Space in Doña Inés,” Bulletin of Hispanic Studies 73 Jan. 1996
1: 29-44.
---. “ efining Castile in Literature and Art Institucionismo, the Generationof ’98, and the Origins of Modern Spanish
Landscape,”
Revista Hispánica Moderna 47 junio, 1994 1: 56-71
Krieger, Murray. Ekphrasis: The Illusion of the Natural Sign. Baltimore: The Johns Hopkins University Press, 1992.
---. “Ekphrasis and the Still Movement of Poetry; or Laokoon Revisited.”The Poet as Critic. Ed. Frederick P.W. McDowell.
Evanston: Northwestern University Press, 1967. 3-26.
Meyers, Jeffrey. Painting and the Novel. Manchester: Manchester University Press, 1975.
Moreno Durán, Rafael. “Laocoonte o la sem ntica de un grito.” Quimera mayo 1981: 18-20.
Steiner, Wendy. The Colors of Rhetoric: Problems in the Relation between Modern Literature and Painting. Chicago:
University of Chicago Press, 1982.
Torgovnick, Marianna. The Visual Arts, Pictorialism and the Novel. Princeton: Princeton University Press, 1985.
NYSED Requirements:
 Instruction: 30 hours
 Reading : 60 hours
 Research and writing paper: 60 hours
***
Course Number and Title: SPA 318: Love and Death in Contemporary Spanish American Literature
Bulletin Description: A study of the themes of love and death as expressed by some of the most representative authors.
Prerequisite(s): To be admitted for BA/MA, or by permission of the Director of the Program.
Co-requisite(s): None.
Program Goals:
1.
Develop in students methodology skills for interpretation of texts.
2.
To give students the main concepts to read novels and poems critically in which love and death are the main subjects.
3.
To distinguish and describe, in each character, the process of love and its psychological changes from the beginnings until the
end of each novel.
4.
To show and analyze the intimate connection between writing and reading as agents in the experience and vision of love.
Learning Outcomes:
1.
2.
Describe the phenomenology of love, since the first encounter until its outcome, in the novels and poems studied.
3.
Depict and comment on the social and historical context in which the different plots take place and the way they influence the
character’s experiences of both phenomenon.
4.
Understand the various traditions within the Hispanic world.
5.
Detect interconnections among writers of Spanish-speaking countries.
1.
Introduction The invention of love Plato’s myth of the Androgynous. Sexuality, Eroticism and Love.
2.
Introduction (cont’d) Love and Literature Catulus and Propercio. The Courtly Love. ante’s Beatriz and Petrarca’s Laura.
3.
The first encounter. Love at first sight in S bato’s El túnel and Sobre héroes y tumbas. Love as a slow discovery in Benedetti’s La
tregua and García M rquez’s El amor en los tiempos del cólera.
4.
The unrequited love and the obsession for the other. Passion and possession Gabriela Mistral’s love poems.
5.
Communication and miscommunication between lovers. Language as a trap: What is said and what is meant. What is said and
what is understood in Ernesto S bato’s El túnel and Sobre héroes y tumbas.
6.
The amorous triangle and jealousy in Ernesto S bato. The enigmatic trio in Onetti’s Los adioses. The femme fatale in Sábato:
María Uribarne and Alejandra Vidal.
7.
The absent beloved in Jorge Luis Borges and Idea Vilariño.
8.
Love and writing. Love letters. The letters of Abelard and Eloise. The function of letters in Juan Carlos Onetti and Garcia
Marquez novels.
9.
The Diary as narrative structure. The diary of Martín Santom in Benedetti’s La tregua.
10. Love as a revelation and a path to wisdom. Language of the body and the body of language in Octavio Paz.
11. Love between and beyond the couple: the discovery of solidarity in Octavio Paz’s Piedra de sol.
12. Love in old age. The final encounter in Benedetti and García Márquez novels.
13. Jalousy beyond Death in Gabriela Mistral. The end of love and the wish to die in the poetry of Idea Vilariño.
Bibliography:
Amorós, Andrés. Introducción a la novela hispanoamericana actual. Ediciones Anaya, Madrid, 1971.
Barthes, Rolland. Fragments d’un discours amoureux. Paris: Editions du Seuil, 1977.
Calonia, Carlos. Genio y figura de Ernesto Sábato. Buenos Aires, Eudeba, 1987.
Catulo, Cayo Valerio. Poesía completa. Traducción de José María Alonso Gamo. Guadalajara, España: Editorial Aache, 2004.
Cristal, Efraín. The Cambridge Companion to The Latin American Novel. Cambridge, Mass: Cambridge University Press, 2005.
Dollimore, Jonathan. Death, Desire and Loss in Western Culture. New York: Rutledge, 1998.
De Rougemont, Denis. El amor en Occidente. Kairos, Buenos Aires: 1999.
Fielder, Leslie. Love and Death in the American Novel. Champaign, Ill.: Dalkey Archive Press, 1998.
Fromm, Erich. The art of loving. New York: HarperCollins, 2002.
Gazarian, Mairie-Lise. Gabriela Mistral: The Teacher of Elqui. New York : Franciscon Pr. , 1975
Girard, René. Mensonge romantique et vérité romanesque. Paris: Grasset, 2001
Gimferrer de, Pere (editor). Octavio Paz. Madrid: Taurus, 1989.
Hernández de López, Ana María (editor.) Narrativa latinoamericana contemporánea. Madrid: Pliegos 1996.
Kristeva, Julia. In the beginning was love: psychoanalysis and faith, (translated. by A. Goldhammer), New York : Columbia
University Press, 1987.
Mistral, Gabriela. Antología de poesía y prosa de Gabriela Mistral. Compilación y prólogo de Jaime Quesada. Santiago de Chile:
Fondo de Cultura Económica, 2002
Nelli, René. Trovadores y troveros. Palma de Mallorca: editor J. de Olañeta, 1987.
Ocampo, Aurora (editor). La crítica de la novela Iberoamericana., México: UNAM 1984.
Ortega y Gasset, José. Estudios sobre el amor. Madrid: Alianza editorial, 1999.
Ortega, Julio (editor). César Vallejo. Madrid: Taurus, 1981.
Osborne, Catherine. Eros unveiled. Plato and the God of Love. New York: Clarendon Press-Oxford, 1994.
Petrarca, Francisco. Cancionero. Madrid: Cátedra, 1989.
Paz, Octavio. La llama doble: Amor y erotismo. 3ra. Edición. Madrid: Seix Barral, 1993.
Paz, Octavio. El fuego de cada día. (Antología poética). Madrid: Seix Barral. 1998
Propercio, Sexto. Elegías. Edición bilingüe de Francisco Moya y Antonio Ruiz de Elvira.
Madrid: Cátedra, 2001.
Rousset, Jean. Leurs yeux se rencontrèrent. La scène de première vue dans le roman. Paris: José Corti, 1984.
Selinger, Eric Murphy. What is it between us? Traditions of Love in American Poetry. Ithaca and London: Cornell University Press,
1998.
Stendhal, Lucien. Del amor. Prólogo de José Ortega y Gasset. Madrid, Alianza Editorial, 2003.
Sucre, Guillermo. Borges, el poeta. Caracas: Monte Ávila, 1975.
Todorof, Tzvetan. Les aventuriers de l’absolu. Paris: Robert Laffont, 2006.
Todorof, Tzvetan. Poétique de la prose. Paris: Seuil, 1971.
Zemborain, Lila. Gabriel Mistral: una mujer sin rostro. Rosario: Viterbo, 2002.
Vilariño, Idea. Poesía Completa. Montevideo
NYSED Requirements:
Instruction: 18 hours.
Reading: 60 hours.
Homework and assignments: 20 hours.
***
4c.
Describe the assessment model currently in place for the program and indicate the extent to which
disciplinary and core knowledge, competence, and values are met, as well as findings and action plans for
improvement. For reference, visit WeaveOnline – https://app.weaveonline.com//login.aspx; Digication –
https://stjohns.digication.com (Suggested limit 1/2 page)

Overall Rubric for Grading Graduate Students
o Knowledge of the Spanish Language: Excellent Good Fair Fail
o Basic Grasp of Topics: Excellent Good Fair Fail
o Organization of Materials: Excellent Good Fair Fail
o In-depth Solution: Excellent Good Fair Fail

Students are graded on the basis of oral and written presentations, creative and scholarly works, midterms and
final exams, in some cases, presented in portfolio form. The outcome expected from each candidate is to have
acquired a sound knowledge of the Spanish language in both the written and oral expression, as well as a sound
knowledge of the topics under discussion. Students will have developed a critical mind so as to write papers,
present oral reports, and engage in dialogues on many subjects related to literature, history, religion and life
itself, in all its dimensional and multicultural aspects.
The grading of students by professors may vary from one course to another, as certain points may be more
applicable than others and, therefore, must be singled out. Our classes, made up of an average of 12 to 16
students, were held, in most cases, around a conference table, but were conducted in a diversified way, some
professors, more than others, turning to technology and using Blackboard for online learning.
Part lecture, part discussion, each class is a constant give and take, a perfect interaction between instructor and
student, a workshop where students can be productive and use their creativity as well as increase their scholarly
skills.

The 5 Program goals and expected outcomes are the following:
o
o
Goal # 1 Refine the use of the Spanish language through the study of literature, history and linguistics.
Outcome # 1 Speak and write with fluency in the target tongue.
o
o
Goal # 2 Develop in students methodology skills for interpretation of texts.
Outcome #2 Analyze texts from different genres and time periods.
o
o
Goal # 3 Apply theory to scholarly and/or creative writing.
Outcome #3 Write essays, poems and stories.
o
o
Goal #4 Instill appreciation of multiculturalism.
Outcome #4 Understand the various traditions within the Hispanic world.
o
Goal #5 Demonstrate, within a global perspective, the values of the literature, history and culture of the
Hispanic world.
Outcome #5 Detect interconnections among writers of Spanish-speaking countries.
o
In order to analyze the extent to which disciplinary and core knowledge, competence and values are met, our faculty
utilizes the “Rubric for Measurement”. With this rubric, we measure the reading, discussion competency, and analytical
skills of interpretation of texts (oral and written) of our students. In order to evaluate the term paper and creative writing
competence of our students, we utilize the “Term Paper Rubric” which measures the mechanics, clarity, organization, and
information presented.
4d.
What, if any, external validations, e.g. specialized accreditations, external awards, other validations of quality
has the program received? (Suggested limit 1/3 page)
Standard 4.
In the last Academic Review, our Graduate Program in Spanish was considered a sound program. Most of our graduating
students received teaching fellowships towards their PhD program in Spanish from long established universities in the
United States. These universities have consistently recognized every one of our courses as reflecting excellence.
Although the Program itself has not received an award, our graduate faculty has been recognized nationally and
internationally within their field of expertise and for their contributions to the Hispanic world.
Our students and alumni have received numerous awards, among them: The Order of Malta, Diplomas of Excellence from
the Consulate General of Spain, a poetry contest award from a recognized publisher, Proclamations from the President of
the Borough of Queens and, from Sigma Delta Pi, the National Hispanic Honor Society, “The Gabriela Mistral Award”
and The Order of “El Descubridor,” two of the most prestigious recognitions. St. John’s University has recognized several
of our students with a diploma of “Excellence”, as they graduated with a 4.0 average. (See Section 2F)
The following students, from 1993 to 2014, were recipients of the “Gabriela Mistral Award”, an award that may be
granted to an outstanding graduate or undergraduate student of Spanish who is an active member of Sigma Delta Pi and
who has demonstrated noteworthy involvement and initiative in his/her Chapter:
Lehidyt J. Montecinos, 2014
Wilson Cedeño, 2013
Miguel Alejandro Valerio, 2010
Natasha Mejía, 2009
Carolina David, 2008
Dawn Aurora DeLeonardis, 2007
Georgia Patilis, 2006
Ying Xing, 2005
Tonatiuh Ramos, 2004
Elizabeth Collado, 2003
Gina López, 2002
Alex Lima, 2001
Carileny Lora, 2000
Gabriela Cosma, 1999
Mónica Sánchez, 1997
Alvaro Riquelme, 1993
The following students, both undergraduate and graduate, were recognized with a special diploma from the Ministry of
Education and the Consulate General of Spain in New York:
2013-2014
Kathryn Busch
Paula Delgado
Osvaldo M. Hernandez
Lynn Heron
Luis Leal
Saraba Ljubinka
Karina L. Salazar-Reyes
Anna M. Misley
Pegah Eftekharzadeh
2012-2013
Taylor E. Chenail
Amy González
Lehidyt Montecinos
Petra Ovalles
Ljubinka Saraba
Janette Sarmiento
Alicia Souza
2011-2012
Erez Bar-Levy
Dadja Kézié-Méatchi
Dora R. Román
Luz Marina Ruiz
Vivian Ríos-Vescovacci
2009-2010
Iris Oscos
Francesca Napoli
2007-2008
Katelyn Barker
Joanne Franco
Theodore Lemle
Karla Ramírez
Lauren Reiss
Bianca Spizzirri
Stephanie Todd
2006-2007
Sandy Almeyda
Natasha Mejía
Theodore Lemle
Carlos A. Montenegro
Lauren Reiss
Denisse Mira
Nyanda Redwood
Roxana Vargas
Many Certificates of Excellence (4.0 GPA) have been awarded throughout the years, to mention a few:
Felipe Alfaya
Luz Marina Ruiz
Lanessa Davis
Erez Bar-Levy
Wilson Cedeno
Anny Fernandez
Karla Ramirez
Milton Romero
Roxanne Vargas
Miguel Valerio
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty
ratio.
Fall 2005
Fall 2006
# Majors/
FT Faculty
FT
PT
Total
Majors
7
14
21
FT
PT
5
14
Minors
Fall 2007
Total
FT
19
PT
5
11
0
Majors
& Minors
Combined
7
14
# of FTE
Students
(Majors &
Minors)
7.00
4.67
16
FT
PT
Total
FT
PT
Total
3
6
9
4
5
9
0
5
14
19
5
11
16
3
6
9
4
5
9
11.67
5.00
4.67
9.67
5.00
3.67
8.67
3.00
2.00
5.00
4.00
1.67
5.67
5
5
5
5
5
12/5
10/5
8/5
5/5
5/5
Fall 2010
Total
Fall 2009
21
# of FTE Faculty
assigned to the
program
FTE Student/
FTE Faculty
Ratio
Fall 2008
Fall 2011
Fall 2012
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
10
5
15
Fall 2010
Total
FTE MAJORS
10
9
19
Fall 2011
9
7
Fall 2012
16
P
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
10
3
13
9
1.667 11.667
Fall 2010
# of FTE faculty assigned
to the program
5
FTE Student/FTE Faculty
Ratio
12/5
Fall 2011
5
13/5
2.333 11.333
Fall 2012
5
14
Fall 2013
F
10
9
9
1.667 10.667
Fall 2013
5
5
11/5
11/5
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by STJ for all external reporting.
5b.
Below you will find the credit hours the department has delivered by full-time faculty and part-time faculty
(including administrators) and the total credit hours consumed by non-majors.
Credit Hours
Taught
Fall 2005
#
1827
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
28%
1746
27%
1965
28%
2121
31%
2973
44%
FT Faculty
PT Faculty
4638
72%
4815
73%
5004
72%
4707
69%
3861
56%
Total
6465
100%
6561
100%
6969
100%
6828
100%
6834
100%
% consumed
by
NonMajors
94%
Credit Hrs Taught
94%
Fall 2010
Fall 2011
Number
Fall 2012
Number
Percent
F-T Faculty
2,496
39.8%
2,109
32.1%
P-T Faculty (inc
Admin)
3,768
60.2%
4,464
67.9%
0.0%
Total
% Consumed by
Non-Majors
6,264
100%
5,820
93%
92.9%
Percent
Number
2,043
4,710
0.0%
6,573
6,078
100%
92.5%
93%
Fall 2013
Percent
Number
Percent
30.3%
1,938
31.1%
69.7%
4,299
68.9%
0.0%
6,753
6,297
92%
0.0%
100%
6,237
100%
93.2%
5,889
94.4%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Courses
Taught
Fall 2005
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
38
31%
41
29%
48
33%
57
44%
FT Faculty
39
34%
PT Faculty
77
66%
86
69%
99
71%
97
67%
74
56%
Total
116
100%
124
100%
140
100%
145
100%
131
100%
Courses Taught
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Number
Percent
Number
Percent
Number
Percent
Number
Percent
F-T Faculty
45
38.5%
51
38.6%
40
30.8%
42
33.1%
P-T Faculty (inc
Admin)
72
61.5%
81
61.4%
90
69.2%
85
66.9%
0.0%
Total
117
100%
0.0%
132
100%
0.0%
130
100%
0.0%
127
100%
5d.
What is the representative nature of faculty in terms of demographics, tenure and diversity? (See
departmental information on next page). How well does this support the program? (Suggested limit 1/2 page)
The Department of Languages and Literature is composed of various ethnic backgrounds. Our Graduate Program in
Spanish is made up of 5 tenured faculty members, all from Latin backgrounds (Spain, France, Cuba and Bolivia). The fact
that each faculty member has a diversified background provides students with a unique perspective, thus enriching the
Program.
Departmental Plan
2005
FT
2006
PT
Total
#
%
#
%
Male
6
40%
13
34%
Female
9
60%
25
Total
15
100%
Black
0
Hispanic
FT
2007
PT
Total
#
%
#
%
19
5
36%
13
33%
66%
34
9
64%
27
38
100%
53
14
100%
0%
1
3%
1
0
4
27%
11
29%
15
Asian
0
0%
1
3%
White
11
73%
23
Unknown
0
0%
Total
15
100%
Tenured
11
Tenure-Track
FT
2008
PT
Total
#
%
#
%
18
6
38%
23
48%
68%
36
10
63%
25
40
100%
54
16
100%
0%
1
3%
1
0
4
29%
9
23%
13
1
0
0%
2
5%
61%
34
10
71%
24
2
5%
2
0
0%
38
100%
53
14
100%
73%
11
11
2
13%
2
Not Applicable
2
13%
Total
15
100%
FT
2009
PT
Total
#
%
#
%
29
6
38%
20
41%
52%
35
10
63%
29
48
100%
64
16
100%
0%
1
2%
1
0
4
25%
13
27%
17
2
0
0%
1
2%
60%
34
12
75%
27
4
10%
4
0
0%
40
100%
54
16
100%
79%
11
12
2
14%
2
2
1
7%
15
14
100%
FT
PT
Total
#
%
#
%
26
6
38%
18
42%
24
59%
39
10
63%
25
58%
35
49
100%
65
16
100%
43
100
59
0%
2
4%
2
-
0%
1
2%
1
4
25%
13
27%
17
4
25%
10
23%
14
1
0
0%
1
2%
1
0
0%
1
2%
1
56%
39
12
75%
29
59%
41
12
75%
29
67%
41
6
13%
6
0
0%
4
8%
4
0
0%
2
5%
2
48
100%
64
16
100%
49
100%
65
16
100%
43
100%
59
75%
12
12
75%
12
13
81%
13
3
19%
3
3
19%
3
1
6%
1
1
1
6%
1
1
6%
1
2
13%
2
14
16
100%
16
16
100%
16
16
100%
16
Gender
Ethnicity
Tenure Status
2010
FT
2011
PT
Total
#
%
#
%
Male
5
33%
15
39%
Female
10
67%
23
61%
Total
15
FT
2012
PT
Total
#
%
#
%
20
5
36%
18
43%
33
9
64%
24
57%
53
14
FT
2013
PT
Total
#
%
#
%
23
5
36%
20
43%
33
9
64%
26
57%
56
14
FT
PT
Total
#
%
#
%
25
5
33%
17
36%
22
35
10
67%
30
64%
40
60
15
Gender
38
42
46
47
62
Ethnicity
Black
0%
0%
0
0%
1
2%
1
0%
1
2%
1
0%
1
2%
1
Hispanic
5
33%
12
32%
17
5
36%
12
29%
17
5
36%
12
26%
17
5
33%
13
28%
18
Asian
1
7%
1
3%
2
1
7%
1
2%
2
1
7%
1
2%
2
1
7%
1
2%
2
0%
0
0%
0
0%
0
0%
0
0%
0
23
61%
32
64%
35
67%
39
60%
31
66%
40
1
3%
0
0%
0
0
0%
0
1
2%
1
American
Indian/Alaskan Native
White
0%
9
60%
2 or More Races
0%
8
57%
27
0%
8
57%
31
9
Native
Hawaiian/Pacific
Islander
Unknown
Total
0%
15
1
38
3%
1
0%
53
14
1
42
2%
1
0%
56
14
1
46
2%
1
0%
60
15
13
47
62
Tenure Status
Tenured
12
80%
12
12
86%
12
12
86%
12
Tenure-Track
1
7%
1
1
7%
1
1
7%
1
Not Applicable
2
13%
2
1
7%
1
1
7%
1
2
Total
15
15
14
14
14
14
15
87%
13
0%
0
13%
2
15
5e.
What evidence exists that the program’s faculty have engaged in research and scholarship on teaching and/or
learning in the program’s field of study? (Suggested limit 1/2 page)
The Faculty is nationally and internationally recognized through their publications (books, articles, literary journals which
they direct, conferences, and creative writings. One of the members of the faculty is an internationally-known poet. The
five members of the Graduate Faculty are recognized in their fields and have received national and international awards.
They have authored highly acclaimed books, and are active in national and international colloquia:

Dr. Marie-Lise Gazarian has interviewed many of the greatest literary figures from the Hispanic world and is
considered an authority on such writers as Camilo José Cela, Carmen Conde, Ana María Matute, Gabriela Mistral,
and Elena Poniatowska. The author of Gabriela Mistral, the Teacher from the Valley of Elqui, the Nobel Prize Poet
Laureate whom she knew personally, she has written over 14 books. She is the founder and co-editor with
Mónica Sánchez Christopher, former alumna from the MA Program in Spanish, of Entre Rascacielos, the journal
of creative writing of Epsilon, Kappa, St. John’s Chapter of Sigma Delta Pi, the National Hispanic Honor Society. In
the Spring of 2014, Epsilon Kappa celebrated its 50th anniversary in a Gala ceremony, where Reverend Father
Levesque, then Interim President of St. John’s University, was made an honorary member of the Chapter. The
best works of Graduate and Undergraduate students are selected and published in bilingual form (SpanishEnglish). This journal provides students with the opportunity to further expand on their creative writing skills. The
students themselves have worked on the translations into English. The journal is now in its 24th issue to come out
in the Spring of 2016.
Dr. Gazarian is the recipient of the “Gabriela Mistral Merit Award” from the Government of Chile and the
“Order of Alfonso X el Sabio” from the Government of Spain. She is also the recipient of the 2002 “Saint Vincent
de Paul Teacher-Scholar Award” from St. John’s University. In May 2009 she received a City Council Citation
from Speaker Christine C. Quinn, and, in April 2012, a Proclamation from Council Member James F. Gennaro. In
2013, she received the “Merit Award” from the Casa de la Cultura, Quito, Ecuador, for her work on the poet
Carrera Andrade, and The Ruth Bennet Award for her “outstanding contributions to Hispanic Studies,”
awarded by the Metropolitan New York Chapter of the American Association of Teachers of Spanish and
Portuguese (AATSP). She was also recognized by the United States Congress for her contribution to Hispanic
culture. On April 26, 2013 she received the Women and Society Award 2013 for her contribution to Latin
American culture. The award was presented at the Instituto Cervantes.
She serves as Vice President for the Northeast of Sigma Delta Pi and is a member of PEN Club, to promote literary
works written by prisoners throughout the United States. She is also a Founding member of the Committee of the
Poet Laureate in the Borough of Queens. She is a Collaborator of the North American Academy of the Spanish
Language.

Dr. Alina Camacho-Gingerich is the author of La cosmovisión poética de José Lezama Lima en “Paradiso y
Oppiano Licario” and of several other multidisciplinary studies, including Coping in America: The Case of
Caribbean East Indians, Mexico in the Twenty - First Century: Selected Essays and Handbook on Adoption. She is
the author of over sixty scholarly articles, chapters, and reviews, published in prestigious academic journals,
books, and anthologies. She is the Director of St. John’s University’s Center for Latin-American and Caribbean
Studies (CLACS), formerly known as Committee for Latin American and Caribbean Studies, which celebrated its
20th anniversary (1994-2014) on October 27, 2014. In addition, she also serves on the board of directors and
trustees of several academic and cultural community associations and is an active member in numerous
organizations, including the International Association of Hispanists, the Latin American Studies Association, and
the International Institute of Ibero-American Literature. She is frequently interviewed by the media for her
expertise on Latin American, Caribbean, and Latino issues. She is the recipient of many national and international
awards and professional recognitions, among them: The Simón Bolívar Medal, the highest honor bestowed by
the Government of Bolivia, and the Flora Tristan Award, given by the Latin American Women’s Council and the
Latin American Cultural Center of Queens. She was recognized as one of the 2006 “Distinguished Women” by El
Diario /La Prensa, the 2002 “First Outstanding Latino Faculty Award”, the 2000 “Faculty Outstanding
Achievement Award,” and the 2000 “Woman of Distinction Award” by St. John’s University. A highly motivated
scholar and teacher, she stands as a role model to students. She directs the Summer Program in Argentina.

Dr. Carmen F. Klohe, an authority on Ramón de la Serna and Rosa Chacel, is the author of El imperativo
ekfrástico en la prosa de Ramón de la Serna and Rosa Chacel y las artes plásticas. Her keen interest in the visual
arts has caused her to explore the relationship between literature and the visual arts and led her to create and
teach a course on ekphrasis. She has written many articles on contemporary Spain and has taken part in
interdisciplinary panels on women, both on a national and international scale, including a panel on women’s
rights for the Clothesline Project with “Women’s Rights in Spain: Progress & Challenges.” Among her other works,
she contributed a chapter “El ocio de los universitarios y la literatura” in the book Los jóvenes y el ocio, Madrid,
2013, and the introduction to Ecos de Platero, a book celebrating the centennial publication of Platero y yo, Juan
Ramón Jiménez famous work. An invited lecturer, she has participated in symposia and given lectures at such
universities and/or cultural centers as Camilo José Cela University, Universidad de Navarra, and the Ateneo de
Sevilla. She co-organized a lecture and performance at St. John’s University by Siren Baroque, “Courts to
Convents,” featuring music by women composers from the 17th and 18th Century Europe. Dr. Klohe is an active
member of various committees, both on and off-campus, including the research group on Women Writers of the
XX Century, and of a research group on Society, Culture and Education organized by the University of Navarra,
Spain. She co-directs the Fall Semester Program in Spain. She designed and taught the first online course of LACSpain and created new 6 credit course, Intensive Pastoral Spanish and Culture, to be offered as a Study Abroad
course in Salamanca.

Dr. Eduardo Mitre, the nationally and internationally-known Bolivian poet brings special prestige to St. John’s
University and, on a personal level, to our Graduate Program in Spanish. A scholar and a poet, he is the author of
critical works on other poets as well as anthologies and collections of his own poetry. An authority on the Chilean
poet Vicente Huidobro, his study on Huidobro: hambre de espacio y sed de cielo has had a definite mark on his
own poetry. He brings life to the things and people he writes about rather than just limiting himself to describing
them. Among his poetic works are the following books: Morada, Líneas de otoño, El paraguas de Manhattan,
Vitrales de la memoria, Ferviente humo, and Elegía a una muchacha. His critical works include: El árbol y la
piedra, and El aliento en las hojas. Such great writers as Octavio Paz and Julio Cortázar have highly praised him
as a poet and literary critic. His classes are unique, as he applies creative writing to everything he touches. He
works closely with students, inspiring them into writing poetry and guiding them into the creative process. In the
mentoring process, he guides them beyond the classroom, as he wants to see them published. He has been a
regular contributor to the magazine Vuelta, as he is currently to Letras Libres. He is a Member of the Bolivian
Academy of the Language and Corresponding Member of the Spanish Royal Academy.

Dr. Nicolas Toscano Liria is an expert in the field of the Medieval and Golden Age Literature, including the first
manuscripts in North-America. He has a deep interest in paleography and teaches a course, which he created, on
that subject, Spain in North-America: Early Writings. This course brings a unique perspective to the Graduate
Program in Spanish by sparking the interest of students in the first manuscripts written by Spaniards on the
territory of North America. Dr. Toscano has been part of national and international colloquia such as the
International Symposium of Hispanic Presence in the U.S, and has co-edited many works organized by the NorthAmerican Academy of the Spanish Language (ANLE). His course on Cervantes has given a new dimension to the
figures of Don Quixote and Sancho Panza, whereby students have seen them come alive through his dynamic
way of teaching. The author of Una historia de la Florida de 1694, Dr. Toscano is the director and editor-in- chief
of Anuario Medieval, a recognized literary journal, co-sponsored by St. John’s University. He is a Member of the
North American Academy of the Spanish Language and Corresponding Member of the Spanish Royal
Academy. He directs the Summer Program in Spain and co-directs the Fall Semester Program in Spain.
As role models, the faculty members are caring teachers and scholars. They lead students into the pursuit of wisdom
through a vision of the inner soul, as well as prepare them for life through job opportunities.
The following courses provide students with a challenging curriculum where they are invited to learn and develop their
imagination and critical analysis skills:

SPA 109, “Spanish Stylistics: A Workshop in Creative Writing” permits students to engage in various exercises,
taking part in the writing of poetry, short stories, memoirs, etc. Through the study of literature, history and
linguistics, this course develops in students methodology skills for interpretation of texts and instills appreciation
of multiculturalism. Many of the works created by our students have been published subsequently.

SPA 234, “Spanish American Poetry” provides students with an in-depth knowledge of poems written by
renowned Latin American poets from the second half of the nineteenth century to the present, such as José
MartÍ, Rubén Darío, César Vallejo, Pablo Neruda, Jorge Luis Borges, and Homero Aridjis, one of the best known
present-day Mexican poets. Students also study the historical and socio-political contexts, multidisciplinary
influences, and literary movements of their poetry.

SPA 254, “Don Quijote I, II” introduces students to one of the most influential novels in Spanish Literature. It
brings students to an appreciation of the work of Cervantes, as he is considered the father of the contemporary
novel, and develops in them the capacity to analyze the style as well as the themes. As a result, students have a
better vocabulary and use of the Spanish language, and a new vision of reality and fantasy.

SPA 310, “The Visual Arts in Spanish Literature” introduces the student to the interrelations between the visual
arts and Spanish literature. Students learn the theoretical aspects of ekphrasis and are able to analyze instances
of ekphrasis in different periods of Spanish literature.

SPA 312, “The Cinema and Spanish American Literature” enhances the students’ knowledge and understanding
of some of the most important Latin American and Latino films and literary works. It provides a critical
assessment of the political, historical, social, economic and cultural forces in Latin America that have shaped and
influenced the literary texts and films.

SPA 317, “Gabriela Mistral, the Poet and the Prose Writer” attracts students from within our Program, but also
from the School of Education, the Master of Arts in Liberal Studies, and Global Studies, because of its
multifaceted aspects. Gabriela Mistral, the Nobel Prize Poet Laureate, was a poet, an educator, a diplomat, the
spiritual godmother of UNICEF who fought for social justice, and a follower of Saint Francis of Assisi. Students
analyze her work and are asked to write poetry in the style of Gabriela Mistral.(The class is taught from a unique
perspective, from personal recollection.)

SPA 330, “Spanish Short Story” examines the narrative and linguistic techniques used by Spanish short story
writers of different periods. Students analyze short fiction for thematic content as well as the author’s narrative
and linguistic techniques and understand the development of the Spanish short story as a genre.

SPA 300, “Spain in North America, Early Writings” provides students with an appreciation of the literature of
Spain in the Golden Century and its projection in North America. As a result, students have knowledge of the
main authors that brought the alphabet and literature to North America through the analysis of manuscripts of
the first writings by Spaniards in North America.

SPA 318, “Love and Death in Contemporary Spanish American Literature” gives students the main concepts to
read novels and poems critically in which love and death are the main subjects. It allows students to distinguish
and describe, in each character, the process of love and its psychological changes from the beginnings until the
end of each novel. This course shows and analyzes the intimate connection between writing and reading as
agents in the experience and vision of love.

SPA 320, “The Literature of Nostalgia” provides students with the main concepts to read critically novels and
poems in which nostalgia for the homeland and the return to it are among the main subjects. This course
describes the contrast between immigrants’ memories of the past and the real homeland they encounter upon
their return in the novels and poems studied.
5f.
What initiatives have been taken in the past five years to promote faculty development in support of the
program? (Suggested limit 1/2 page)
The University continues to provide a stipend for conferences that is awarded to faculty members who are invited as
keynote speakers, and/or who present a paper or a book at a conference.
5g.
The table below shows the amount of external funding received by the department. If available, please
provide the dollar amount of externally funded research for full-time faculty supporting the program under review.
(Program dollar amounts are available through departmental records.)
Fiscal Year
External
Funding
04/05
05/06
06/07
07/08
08/09
$ Amount
Program
N/A
N/A
N/A
$ Amount
Department
15,000
25,000
10,000
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
N/A
N/A
N/A
N/A
$ Amount
69,544
69,544
69,544
158,996
Department
5h.
Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy
for your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
Spanish (Q)
4.70
4.29
4.82
4.69
4.36
4.80
Saint John’s
College
4.23
4.26
4.19
4.37
4.40
4.40
Total Graduate
4.14
4.16
4.30
4.37
4.39
4.52
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with questions pertaining
to course organization, communication, faculty-student interaction, and assignments/grading. All course evaluation
questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).
From 2011 to 2013, the Overall Evaluation average of the Graduate Program in Spanish has remained above the Overall
Evaluation average of St. John’s College. In the same way, since 2011, the Institutional Vibrancy score for the Graduate
Program has remained above the Instructional Vibrancy score of St. John’s College.
5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry certifications
renewed within the past 2 years? Comment. (Suggested limit 1/3 page)
100%; all of our 5 faculty members have terminal degrees.
Standard 5.
Comments: Indicate to what extent the program has the faculty resources required to meet its
mission and goals. Include references from 5a – 5i. (Suggested limit 1 page)
Given that we have 5 faculty members, the Graduate Program in Spanish should reinstate its four and/or five courses per
semester, so as to accommodate all graduate students who want to complete their studies in one year and a half, and
study under each of the 5 professors.
Faculty members should not be obliged to teach Independent Studies that could be taught in a classroom setting. It is not
fair to the student nor to the professor. Linguistics, for instance, has not been taught as a regular course during the last 3
years, yet it is part of a section in the Comprehensive Exam.
Standard 5.
STANDARD 6. The program has adequate resources to meet its goals and objectives. And, it is cost-effective.
6a.
Narrative/Supportive Technological Environment - Comment on classrooms and labs meeting industry-standards
for quality and availability of hardware, software, and peripherals; library space, holdings and services; science
laboratories, TV studios, art/computer graphic labs; etc. (Suggested limit 1 page)
Our classrooms meet the technology industry-standards needed to run the Program. However, we suggest the following:



We would like to create some hybrid courses where special equipment would be required in order to provide
access to our Program to students from other national and international universities.
We need assistance establishing graduate online courses.
We would like to utilize the TV Studio to conduct interviews, as we used to in the past.
6b.
Narrative/ Supportive Physical Environment - Comment on level of faculty and student satisfaction with
HVAC; faculty and student satisfaction with classroom lighting, crowdedness, and acoustics; flexible teaching
environments, and faculty offices, etc.. (Suggested limit 1 page)
We have not received comments of dissatisfaction with the physical environments where our courses take place. On the
contrary, most of our courses take place in a workshop atmosphere where both the student body and professors sit
around a conference table.
6c.
To what extent has the University funded major capital projects, e.g., renovations, which are linked directly to
the program during the past five years? (Bulleted list)
The University has not funded major capital projects. However, we make the following recommendations for the future:
 We would like a more effective promotion across channels of communication of our Graduate Program
 We would like to revive the 4-5 courses per semester - PRIORITY
 We would like to re-establish the cross-listed courses that we used to offer with the School of Education SPA
107 (EDU 9020), SPA 118 (EDU 9022), SPA 151 (EDU 9021), SPA 161 (EDU 9023) and SPA 171 (EDU 9024) PRIORITY
 We would like to re-instate the PhD Program in Spanish. This would help to attract more students and retain
them a longer period of time.
 We would like to see our adjuncts be part of the PhD Program and become teaching fellows, rather than see
them undertake PhD studies at other universities.
6d.
If external data that describes the cost effectiveness of the program has been provided by your
School/College Dean, please comment on the program’s cost-effectiveness. (Suggest limit 1 page)
According to Program Contribution Margin Initiative (PCMI) for Fall 2013, our MA Program in Spanish had a total
revenue of $141,193.00 with a contribution margin of $10,549.00. However, the data does not include the BA/MA
students that were enrolled during the Fall 2013 semester.
Standard 6.
STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have
been initiated for the future.
Comments: (Suggested limit 1page)
Since the last Program Review, we have accomplished the following:

We have taken advantage of our strategic location to establish internship agreements with cultural and
diplomatic institutions. For instance, we have an internship program with the Consulate General of Peru in New
York, and the Instituto Cervantes in New York. These outside of the classroom opportunities strengthen our
students’ skills and prepare them for the workforce.

We have established an internship with a NY based telecommunications company for our students to gain
exposure to non-academic fields of work. This experience, in addition, will provide them with total immersement
in the area of global communications.

We are also grateful to the newly-established one Semester in Spain program, which brings an added interest in
Spanish and which may, as a result, turn into an added opportunity for our Graduate Program through
international internships and possible affiliations with Spanish institutions and/or foundations, such as, for
instance, the Archivo General de Indias, located in Seville. This particular affiliation would enhance the Program’s
interest in paleography.

Our Spanish 171- Contrastive Analysis of Spanish and English has been updated to be offered in the Fall of 2015
for both students from the MA in Spanish and the MA in Speech-Language Pathology. Dr. José Centeno,
Associate Professor of Communication Sciences and Disorders, expressed the need to reestablish this course as
an elective for students in the MA Program in Speech-Language Pathology, in the Bilingual Extension Program.
The revival of Spanish 171 brings a multidisciplinary aspect to our Graduate Program in Spanish.

We assisted in the creation of a promotional flyer of our Graduate Program. This new flyer needs to be replicated
in a bilingual format and further promoted within St. John’s University as well as in external institutions.

We have sent informative letters to promote our Graduate Program to Catholic school teachers, foundations,
and Missions to the United Nations.

The Government of Ecuador sponsors their best Graduate students to undertake a Graduate degree from several
US universities, among them Harvard and Columbia University. We should take advantage of this opportunity
and make sure that St. John’s name is also included in the list of universities. We have at this point a candidate
from Ecuador who has just applied to St. John’s University to enter into our Graduate Program in Spanish. Vielka
Palomeque Guillen hopes to benefit from this challenging opportunity. After completing her degree with us, her
Government expects her to return to Ecuador to teach others what she has learned here. She will be visiting our
Queens campus in October 2015 to attend one of our Graduate courses in Spanish. She plans to become part of
our Program in Spring 2016.

We have prepared an extensive list of alumni, including names, addresses and positions held by them, in order to
reach out to them.
Steps taken as we are nearing the 80th anniversary of our MA in Spanish (1935-2015):

Following the mission of Saint Vincent de Paul, we are working on a special Alumni Assistantship as part of the
80th anniversary of our Program, to bring excellent education to students and to returning US military personnel
(veterans). The establishment of this assistantship will recognize and recruit students from under-represented
groups, including African-Americans, Latinos/Hispanics, who demonstrate high academic ability and who are in
need of financial assistance. This assistantship would be effective in the academic year 2015-2016.

We would like the University to create an Assistantship for an international student. We have been contacted by
candidates around the world including Africa, Asia, Europe, and Latin-America who have demonstrated interest
in our Program. Such assistantship would reflect the global and multicultural aspect of St. John’s University.

We would like St. John’s College to assist us in re-establishing close ties with the School of Education, so as to
revive the once cross-referenced courses between our two schools, namely SPA 107 (EDU 9020); SPA 118 (EDU
9022); SPA 151 (EDU 9021); and SPA 161 (EDU 9023).

We are working on new courses that would attract students to our Program, related to journalism, art,
education, translation and interpretation. These newly created tracks would be added to our already
established and well-recognized Program.
Reinstate
existing
courses with
the School of
Education
Specialized
courses in
Translation
and
Interpreation
Business and
Technology
MA
in
Spanish
Creative
Writing
Journalism
Quechua: The
language of
the Incas

We want to revive our PhD Program in Spanish to bring back St. John’s University into the forefront of Hispanic
culture. Our present adjuncts could receive a teaching fellowship and, while undertaking their PhD studies at St.
John's, do their work at a lesser cost for the University.
A visionary look into the future:
We would like St. John’s University to initiate, if at all possible, the establishment of the King Felipe VI of Spain
Center, just as New York University has the King Juan Carlos I of Spain Center. I suggested years ago to establish
the Queen Sofia Center, but my idea was taken over by the Spanish Institute, in Manhattan. If we could establish
such a Center, we would host many symposia and attract world attention, thus increasing dramatically student
numbers. I believe no one else has had the idea as yet. We could perhaps start by hosting an International
Conference in 2016.

ACADEMIC REVIEW OF THE GRADUATE PROGRAM IN SPANISH

Transcripción

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