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Viewing: FLS 212 : Spanish: Language, Technology, Culture

Last approved: Tue, 20 Sep 2016 08:02:01 GMT

Last edit: Tue, 20 Sep 2016 08:02:01 GMT

Change Type
Major
FLS (Foreign Language - Spanish)
212
010122
Dual-Level Course
Cross-listed Course
No
Spanish: Language, Technology, Culture
Span Lang Tech
College of Humanities and Social Sciences
Foreign Languages & Literature (16FL)
Term Offering
Fall, Spring and Summer
Offered Every Year
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Distance Education (DELTA)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
James McConnell
Senior Lecturer

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC3535NoPlease contact me if there are any issues. Thank you.
Prerequisite: FLS 102 or FLS 110 or FLS 105
Is the course required or an elective for a Curriculum?
No
A study of the language structures and vocabulary necessary for an intermediate level of communication in Spanish together with cultural and technical issues of our global society in the context of the Spanish-speaking world. Fulfills the FLS 201 requirement.

Review of GEP / IP


No

Is this a GEP Course?
Yes
GEP Categories
Global Knowledge
Interdisciplinary Perspectives
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 
Analyze issues of cultural and technological relevance in Spanish and US society using texts from the course, discussions, and writing assignments.
 
 
Short Papers / Reflections

Example Prompt for Engineering: Based on the readings of transportation, comment on the train technology of the AVE train system in Spain from a perspective of the technological innovations including rail size, braking systems and train car design.

Example Prompt for Spanish Culture: Describe the importance of being able to connect rural areas of Spain with larger, urban areas. Take into account population density, access to larger markets and social interactions.
 
 
Identify elements of Spanish architecture and discuss their evolution in technological, geographical, historical and cultural contexts in the past 2,000 years stemming from Roman times.
 
 
Short Papers / Reflections – Example Prompt:

Considering both an engineering and humanities perspective, discuss the architectural design of La Sagrada Familia in Barcelona. Include information on how the technological innovations (use of stained glass for lighting, column structure, etc.) of Antonio Gaudí permeate Spanish culture and design throughout Catalonia.
 
 
Analyze and explain the relationship between culture and technology as well as how they have impacted each other in Spain.
 
 
Term Paper and PowerPoint

Example Prompt: Analyze the topic of renewable resources in Spain, focusing on Solar Energy. Demonstrate knowledge of the topic in the form of an essay and a visual presentation that answers the following questions: What is its function? What societal needs guided its creation? Who uses it? What does it reveal about its culture? What engineering innovations were used? What fields of engineering may have been involved? How does it work? What purpose does it serve? How does it reflect the culture that created it? Explain the basic engineering concept in designing it. Include information on standards of living and conservation efforts in modern Spain.
 
 
A main focus in this course that is developed throughout the semester and culminates in the student’s final project is the relationship between technology and culture as seen in Spanish society. The course is taught in both Spanish and English in order to account for the language component in addition to the ability levels of those in the course with only one year of Spanish. Culture and Technology readings are in English and certain assignment requirements are different based on the student’s language ability. The final project consists of demonstrating how culture and technology can influence one another. This allows students to understand how the aforementioned themes influence and affect one another.
 
 
This course was initially developed in conjunction with Brian Koehler in the College of Engineering. There are two textbooks that are used in the course, an engineering textbook titled More How Stuff Works by NC State College of Engineering faculty member Marshall Brain, and a Spanish language text. (We are transitioning to an an online version of the Brain text that is being updated as technology updates.) Through weekly engineering technology readings and assignments, students interpret how engineering and technology directly affect their lives. By the use of podcasts, video clips and cultural articles in weekly assignments, students are introduced to Spanish culture and can make cultural connections in order to compare Spain and The United States. Through a series of follow up questions on each article students write short essays comparing and contrasting Spanish and American culture. A main focus in this course that is developed throughout the semester and culminates in the student’s final project is the relationship between technology and culture as seen in Spanish society. The course is taught in both Spanish and English in order to account for the language component in addition to the ability levels of those in the course with only one year of Spanish. Culture and Technology readings are in English and certain assignment requirements are different based on the student’s language ability. The final project consists of demonstrating how culture and technology can influence one another. This allows students to understand how the aforementioned themes influence and affect one another. Students learn to integrate the two disciplines through research for the final project, which consists of demonstrating how culture and technology influence one another. Students ask questions from both engineering and humanities perspectives in order to synergize the disciplines in the final paper and visual presentation.
Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 
Identify elements of Spanish architecture and discuss their evolution in technological, geographical, historical and cultural contexts in the past 2,000 years stemming from Roman times.
 
 
Short essay assignment.
Example Prompt: Describe the design of the aqueduct in Segovia. Analyze the cultural and historical relevance in relation to its placement on the Iberian Peninsula.
 
Please complete at least 1 of the following student objectives.
 
Analyze issues of cultural and technological relevance in Spanish and US society using texts from the course, discussions, and writing assignments.
 
 
Short Papers / Reflections

Example Prompt: Compare and contrast the AVE technology in Spain with the Amtrak train system in the United States. Include differences and similarities regarding the train technology such as rail size, braking systems, amenities, placement of seating, and train car design.
 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
100
 
a. If seats are restricted, describe the restrictions being applied.
 
Small portion restricted by DELTA for NDS
 
b. Is this restriction listed in the course catalog description for the course?
 
Yes
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
FLS 102 or equivalent.
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
See prerequisite above.
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

This is an online class and not part of standard load of the instructor

Student Learning Outcomes

Students will be able to:

1. analyze issues of cultural and technological relevance in Spanish and US society using texts from the course, discussions, and writing assignments. (GK / IP)

2. identify elements of Spanish architecture and discuss their evolution in technological, geographical, historical and cultural contexts in the past 2,000 years stemming from Roman times. (GK / IP)

3. analyze and explain the relationship between culture and technology as well as how they have impacted each other in Spain.  (IP)


Evaluation MethodWeighting/Points for EachDetails
Other100There are multiple assignments with a variety of point values but this is the most common and pertinent to exams as well.

aeherget (Wed, 14 Sep 2016 16:53:13 GMT): AECHH: Edits to IP category questions requested my Jame McConnell and Karen Young via email (Sept. 13, 2016). 9/14/2016
Key: 2651