REQUEST FOR AUTHORIZATION TO ESTABLISH M.A. DEGREES IN FRENCH LANGUAGE AND LITERATURE AND SPANISH LANGUAGE AND LITERATURE(cips 16.0901 and 16.0905)

Executive Summary 1. General Description

The faculty of the department of Foreign Languages and Literatures requests authorization to implement Master of Arts degree programs in French Language and Literature and in Spanish Language and Literature, beginning in the fall of 2003. The program will be designed for students who desire the MA with a minor in education and advanced licensure, those who desire other minors (including French for students of Spanish and vice versa), and students who wish to pursue an MA in French or Spanish language and literature without a minor. Unlike the traditional MA in French or Spanish that emphasizes period and genre approaches to literature, our program will integrate the study of language, literature, culture and civilization. This MA program, which is designed to serve a variety of clienteles, including teachers desiring advanced licensure, is modeled along the lines of existing programs at NC State in English and History.

In keeping with the university's land-grant mission, one of the programs’ primary aims is to serve the needs and interests of foreign language teachers in North Carolina and, through them, their students. At present there is no program in the state designed especially to enable practicing language teachers to complete a Master's degree and, if they wish, to obtain "M" licensure without leaving their jobs. In this era of critical teacher shortages, this program allows teachers to keep teaching while they upgrade their linguistic, cultural, and pedagogical skills. Because of its ongoing close professional relationship with teachers, its awareness of the need for graduate course material that can be applied to classroom realities, its state-of-the-art foreign language technology center, as well as the strong scholarly qualifications of its faculty, the NC State Department of Foreign Languages and Literatures is uniquely qualified to provide this service to the state. We will offer all of our graduate courses in the late afternoons, evenings or in intensive summer sessions. In addition, to be more accessible, we will offer some of our courses via distance education. In working with teachers we will emphasize practical classroom applications of subject matter and instruction in the use of the latest technologies. The proposed program has the support of the faculty of the N.C. State College of Education and of the Foreign Language Consultant of the Department of Public Instruction.

2. Program Justification

As stated above, the program is in keeping with the university’s mission. An online needs analysis, as well as interviews with undergraduate students and with teachers, consultation with DPI and with the College of Education, indicates sufficient interest to warrant the program. Library, computer, technical, and classroom facilities are adequate to support graduate education in French and Spanish at the M.A. level. Existing M.A. programs in English, History, Sociology, and MALS will supplement, and not duplicate, the program. Existing faculty will be adequate if enrollment does not exceed projections in the early years. In the first year, we anticipate enrollment of five full-time and ten part-time students, with increments of five in the three succeeding years.

3. Program Requirements and Curriculum

Admission requirements include a B.A. degree, a GPA of 3.0 or above, and proficiency in French or Spanish. Thirty-six hours will be required for students who minor in education and seek “M” licensure, thirty-three for students with other minors, and thirty for those without a minor. Six hours of transfer credit and ten hours of 400-level classes (with the approval of the graduate advisor) may be accepted. All students will be required to submit a portfolio and a research project or long essay or project and to take an oral examination on the submission. Courses in the program will be of three types: 1) Teaching methodology courses taught in English, 2) Language and linguistics courses taught in French or Spanish, and 3) Integrated culture/literature courses taught in French or Spanish. Program displays included in the appendix of the proposal indicate different avenues toward completion of requirements.

4. Administration, Accreditation, and Evaluation

The M.A. in French and in Spanish will be administered by a Director of Graduate Programs, along with a committee on Graduate Studies from the Department of Foreign Languages and Literatures. The DGP will report to the Department Head, the Associate Dean for Academic Affairs, and the Dean of the Graduate School. Accrediting agencies include the DPI (to ensure that the program meets requirements for “M” licensure), the National Council of Accreditation for Teacher Education, and the Southern Association of Colleges and Schools. We will also conduct our own program evaluation prior to the fifth year, and have included a list of potential outside evaluators.

REQUEST FOR AUTHORIZATION TO ESTABLISH M.A. DEGREES IN FRENCH LANGUAGE & LITERATURES/SPANISH LANGUAGE AND LITERATURES

(9.09.2002)

Submit Date: April 08, 2002RTF Date: September 9, 2002

Constituent Institution: NC State University CIP Discipline Specialty Title: Spanish Language & Literatures / French Language &

Literatures CIP Discipline Specialty Number: 16.0905 / 16.0901Level: M Exact Title of the Proposed Program: Masters of Arts in Foreign Languages Exact Degree Abbreviation: M.A.Does the proposed program constitute a substantive change as defined by SACS? No

a) Is it at a more advanced level than those previously authorized? Yes b) Is the proposed program in a new discipline division? No

Proposed date to establish degree Month: August Year: 2003

I. Program Description

A. Brief description of the proposed degree program The faculty of the department of Foreign Languages and Literatures requests authorization to plan a Master of Arts degree program in French and in Spanish. The program will be designed for students who desire the MA with a minor in education and advanced licensure, those who desire other minors, and students who wish to pursue an MA in French or in Spanish without a minor. The program is modeled along the lines of existing MA programs at NC State in the Departments of English and History.

Unlike the traditional MA in French or Spanish that emphasizes period and genre approaches to literature, our program will integrate the study of language, literature, culture and civilization . Teachers or those who wish to pursue a teaching career will have the opportunity to integrate their studies with practical classroom applications and instruction in the use of the latest technologies. In keeping with the university's land-grant mission, one of our primary aims is to serve the needs and interests of foreign language teachers in North Carolina and, through them, their students. At present there is no program in the state designed especially to enable practicing language teachers to complete a Master's degree and to obtain "M" licensure without leaving their jobs. Because of its ongoing close professional relationship with teachers, its awareness of the need for graduate course material that applies to classroom realities, its state-of-the-art foreign language technology center, as well as the strong scholarly qualifications of its faculty, the NC State Department of Foreign Languages and Literatures is uniquely qualified to provide this service to the state. Our location in Raleigh will allow us to reach the densely populated area in and around Wake County. We will offer all of our graduate courses in the late afternoons, evenings or in intensive summer sessions. In addition, to be more accessible, we will offer some of our courses via distance education. Students will be able to design a program geared to their individual needs. The new Foreign Languages Technology Center makes possible hands-on experience with the resources of the Internet and the World Wide Web, multimedia, and the rapidly expanding field of foreign language software.

B. Educational objectives of the program Our primary educational objectives are to enable students to obtain advanced proficiency in the French or Spanish language and to integrate the study of the language, literature and culture of the countries in which these languages are spoken. Those students who are or will be teachers will also learn to make effective use of the latest technologies in foreign language teaching. It is important to note that foreign language teachers need not only advanced proficiency in understanding, speaking, writing, and reading the language they teach; they also need up-to-date information on both historical and contemporary aspects of the cultures in which the language is spoken and on literary works and films suitable for classroom teaching at various levels, from elementary language to Advanced Placement literature. Faculty members will design courses based on their expertise and research and thereby

enhance students' understanding of complex linguistic, cultural, historical, literary, technological and pedagogical issues. In order to make intelligent choices about which new technologies to use in the teaching of foreign languages and cultures, they also need experience with the resources of the Internet, the World Wide Web, and new audio and visual productions. We will offer two methodology courses: one in current issues and trends in the theory and practice of second language acquisition and one in the applications of technology to the foreign language classroom.

C. Relationship of the proposed new program to other existing programs at the institution Drs. Jack Wheatley, Terrance O'Brien, and John Kolb of the N C State College of Education, have assured us of their faculty's full cooperation and support for the development of this program and have given us much good advice. Many of our students will no doubt choose the education minor option, which includes an advanced methods course and a course in instructional technologies, as they pursue their "M" licensure. Some of our students, however, will not need or want teaching licensure. For students who choose not to minor in education, minors in sociology, history, English and world literature as well as in Spanish (for students of French ) or French (for students of Spanish) offer excellent opportunities for well-balanced programs. In addition, graduate students in other fields will be able to take courses leading to a minor in French or Spanish. Within CHASS, the English and History departments would encourage their students to take graduate courses in foreign literature and culture if such were available. Qualified students from the University's thriving Master of Arts in Liberal Studies program would also take advantage of graduate-level foreign language and literature courses.

II. Program Justification

A. Describe the proposed program as it relates to ... 1. The institutional mission and the strategic plan A central mission of North Carolina State University is to offer service to the people of the state and to their educational, social, and governmental institutions. As an urban institution, we serve a diverse and growing metropolitan population which includes a recent large increase in numbers of Spanish-speaking residents. Much of our clientele pursues their education on a part-time basis. The proposed program is in keeping with this service-oriented mission, especially in the domain of improving education in the state. In line with the Mission of North Carolina State University, the proposed program "responds to public needs" by offering a unique graduate degree program with a "commitment to technology" tailored to the needs of full-time teachers. In addition, the proposal advances the commitment "to implementation of new programs" which provide "excellent preparation of graduate students for work in ... the public schools" cited in the Strategic Plan of the College of Humanities and Social Sciences. According to this same Strategic Plan, "North Carolina ranks among the lowest in the nation in proportion of population with MA degrees, indicating a large untapped market." In keeping with our research mission, faculty will also be able to tie their own research interests to the teaching of graduate students in French or Spanish. Our program will bring teachers and other students up to date in the study of language, literature, culture and related technologies.2. Student demand In Winter 2001, an on-line "M.A. Proposal Needs Analysis" was conducted. Non-student respondents included 11% French teachers, 11% French/Spanish teachers, 56% Spanish teachers, 22% Other. The results indicated high interest among the respondents: - 92% want to be kept apprised of the program's progress - 81% feel it is important or very important that the program be at NC State - 72% are interested in a Spanish M.A., 14% in a French M.A., and 17% in both - 67% are interested in Advanced Licensure (Survey appended) 3. Societal need At present there is no program in the State designed specifically to enable practicing language teachers to complete a Master's degree and to obtain "M" licensure without leaving their jobs. In this era of critical teacher shortages, this program allows teachers to keep teaching while they upgrade their linguistic and pedagogical skills. Our educational system continues to suffer from deficiencies, and SAT scores remain low. Studies indicate that students of foreign languages consistently attain better verbal scores than other

students. Better teaching is a top priority in all subject areas, but particularly, as our colleagues at the Public Schools of North Carolina (DPI) have pointed out to us, in foreign languages. The most effective way to improve teaching is to have better-educated teachers. In addition to recent developments in instructional technologies and Standards-based language teaching, there is in our field a vital new emphasis on cultural diversity in general, and on Latin America and the Francophone world in particular. At the same time, the rapid pace of social, political and economic change in the current world continues to make the study of culture ever more complex. As a result, teachers trained some years ago are finding it increasingly difficult to function as effectively as needed in today's schools. Our program will not only bring teachers up to date in the study of language, literature, and culture, but also give them the tools to continue keeping abreast of new developments - especially through use of new instructional and communications technologies. (See appended letter from Bernadette Morris, Foreign Language Consultant, DPI.)4. Impact on existing undergraduate and/or graduate academic programs of your institution A graduate degree program in French and Spanish will enhance our current undergraduate degree programs in French and Spanish by affording the opportunity to offer courses at the graduate level which go beyond the current scope of the undergraduate curriculum. During Exit Interviews with graduating seniors, many have indicated the desire to continue their studies at the graduate level immediately or in the future. This program will serve their needs, as well as those of adults in the Raleigh metropolitan area who desire an advanced degree in French or Spanish, and of teachers desiring a master’s degree with advanced licensure in French or Spanish.

Current foreign language faculty members are qualified and eager to offer graduate-level courses in French/Spanish studies and in instructional technologies and, if enrollment in the first two years is as expected, they should be able to cover the new courses within that time period. However, multiple retirements have stretched existing resources so that, if the program grows, we will ask for at least one new position after the first two years. Since courses will be offered in late afternoons, during summers and by distance education, existing classroom space will be adequate with no additional resources needed in this area.

NC State currently has only one terminal masters' degree classified as low productivity Given the large number of masters' degrees offered at this institution, there seems not to be a danger of proliferation of low-productivity degree programs.

B. Discuss potential program duplication and competitiveness 1. Identify similar programs offered elsewhere in North Carolina Within the University of North Carolina system, only UNC-G (Greensboro - 75 miles from NC State), ASU (Boone - 190 miles), UNC-C (Charlotte - 170 miles) and UNC-CH (Chapel Hill - 25 miles) offer M.A. degrees in foreign languages. UNC-CH, the public institution of higher education closest to NC State has a traditional literature-oriented M.A. in both French and Spanish as well as an M.A.T., offered through the School of Education. The Department of Romance Languages at Chapel Hill offers no graduate courses in the evenings or summers. It would therefore be impossible for a teacher to obtain the M.A. in French or Spanish there while teaching. UNC-G has an M.A. and an M.ED., both run by the Department of Romance Languages. Several courses are scheduled in the afternoons, evenings and summers. However, students are unable to complete the M.A. by taking courses exclusively in the summer. ASU has an M.A. in Foreign Languages that provides the possibility of completing an M.A. in three summers. Some afternoon and evening courses are available. Like UNC-CH, UNC-G and ASU currently offer primarily traditional chronologically oriented literature courses. As of Fall 2001, UNC-C has an M.A. in Spanish which includes coursework in language, literature, translation and culture but no education-related coursework. UNC-W (Wilmington - 140 miles) recently established an 18-hour graduate certificate program in Hispanic Studies which does not lead to a graduate degree. The two (2) private institutions offering Master's degree programs are Duke University (Durham - 22 miles) and Wake Forest University (Winston-Salem - 100 miles). Duke offers a Master of Arts in Liberal Studies (MALS) which is not designed for teachers. Their other graduate programs either do not include French/Spanish or are PhD. programs. Wake Forest offers the Master Teacher Fellows Program for full-time graduate

students and the Master Teacher Associate (MTA) Program for licensed teachers only. Once the program is established, we will be happy to explore possible collaborative arrangements with other UNC institutions. These could include distance education consortia and study abroad programs.

The proposed graduate program at NC State will provide much-needed services to area teachers because of our central location and because of the program's unique nature. The only other public institution offering an M.A. in our metropolitan area of approximately one million people, UNC-Chapel Hill, does not tailor its courses to the specific needs of teachers by integrating the study of language, literature, culture, and applications to the classroom, nor does it allow the possibility of completing the M.A. through summer or evening study. None of the other M.A. programs, to our knowledge, incorporate distance learning or educational technologies into their curricula.

2. Indicate how the proposed new degree program differs from others like it in the University Currently, there is no master’s program in French or Spanish within the University. Our proposed program will serve both the population of students who wish to enroll in education-related courses and those who do not.

C. Enrollment Appalachian State, Romance Languages and Literatures, M.A. Enrollment: Fall 99--7, Spring 00--6, Fall 00-5, Spring 01--3 Degrees Awarded, 99-00--2 UNC-Chapel Hill, Romance Languages and Literatures, M.A. Enrollment: Fall 99 59, Spring 00-52, Fall 00-58, Spring 01-46. Degrees Awarded, 99-00--11. UNC-Greensboro, French Language and Literature, M.A. Fall 99--6, Spring 00--9, Fall 00--9, Spring 01--10. Degrees Awarded 99-00--3. UNC-Greensboro, Spanish Language and Literature, M.A., MAT, and MEd. Fall 99--13, Spring 00--13, Fall 00--14, Spring 01--15. Degrees Awarded 99-00--1. Enrollment Projections

Enrollment Projections

2003-2004 2004-2005 2005-2006 2006-2007

Full Time 5 10 15 15

Part Time 10 15 20 20

Total 15 25 35 35

Steady-state Headcount Enrollment Projections Full-time: 15; Part-time: 20; Total: 35

Student Credit Hour Production We assumed that half the part-time students will take six credit hours per semester and that half will take three credit hours per semester. Full-time students will take nine hours per semester.

Year 1 UG Masters DoctoralCategory ICategory II 90Category IIICategory IV

Year 1 UG Masters DoctoralCategory ICategory II 156

Category IIICategory IV

Year 1 UG Masters DoctoralCategory ICategory II 225Category IIICategory IV

Year 1 UG Masters DoctoralCategory ICategory II 225Category IIICategory IV

III. Program Requirements and Curriculum

A. Program Planning1. Institutions with similar offerings that we regard as high quality programs

University of South Carolina University of Kentucky University of Washington Colorado State University

2. Other institutions visited or consulted while developing this proposal.

Departments of French and Spanish, University of South Carolina, Columbia, SC (See appended memo.)Department of Foreign Languages and Literatures, Colorado State University, Fort Collins, CO

B. Admission1. Admissions requirements

- A baccalaureate degree from an accredited college of university - Undergraduate GPA of 3.0 or above - GRE scores as required by the Graduate School

- Language proficiency as determined by writing sample and taped or live interview in the target language (French or Spanish). Some applicants may be given provisional admittance on condition of taking specific undergraduate courses conducted in the target language and passing with a B or better.

2. Documents to be submitted for admission - A letter of application specifying reasons for seeking this degree. (If written in target language, this may serve as writing sample; if not, another writing sample in target language must be submitted. Native speakers of other languages must submit writing sample in English.)

- Official transcripts of all undergraduate work - Three letters of reference attesting to the applicant's ability to undertake graduate study in

French or Spanish successfully - Official report of GRE scores taken within three years of application - Documentation of U.S. citizenship, permanent residence, or student visa

C. Degree requirements 1. Total hours required - 36 with education minor, 33 with other minor, 30 without minor. A minimum of 15 hours must be in courses conducted in the target language: 9 in literature/culture and 6 in language studies. (See appended displays.) 2. Proportion of courses open only to graduate students to be required in program - Six hours of 400-level course work may be taken with the approval of the graduate advisor. All other courses must be at the 500 or 600 level.

3. Grades - Students must maintain a minimum GPA of 3.0 to remain in the program at the end of each academic year. No student will be allowed to continue in the program after earning two grades of C. 4. Amount of transfer credit accepted: 6 hours 5. Other requirements

- Portfolio- Research project in the form of a long research essay, or a classroom-oriented project involving technology and media. The project focus may be a literary, cultural, linguistic, pedagogical, or interdisciplinary topic. - Oral examination on the research project

6. Language and/or research requirements - No third language required, although minors in French (for Spanish majors) and in Spanish (for French majors) encouraged. (See #5 on research project) 7. Completion time limits - Students not completing their degree after seven years from the date of the first enrollment will be dropped from the program.

D. Existing courses FLF 414 - Studies in French Prose FLF 492 - Seminar in French Studies FLS 400 - Methods and Techniques in Spanish Translation and Interpretation FLS 403 - Hispanic Prose Fiction FLS 404 - Hispanic Drama FLS 492 - Seminar in Hispanic Studies FL_ 539 - Studies in World Literature

E. Sample New courses: Course Action Forms and a Calendar for Implementing Additional Courses may be found on the web: http://sasw.chass.ncsu.edu/fl/MA/caf-00.htm

REQUEST FOR AUTHORIZATION TO ESTABLISH M.A. DEGREES IN FRENCH LANGUAGE AND LITERATURE AND SPANISH LANGUAGE AND LITERATURE(cips 16.0901 and 16.0905)

Methodology Courses Taught in English (500-level)

Trends and Issues in Foreign Language Education . Theory and practice issues related to foreign language education. Inquiry into proficiency-oriented instruction, innovative methodological approaches, "National Standards" and learning scenarios, integrating culture, options for testing and assessment, content-based instruction, information on National Board Professional Teaching Standards (NBPTS), the role of grammar in second language acquisition, teaching foreign language students with learning difficulties/disabilities, Foreign Language in the Elementary School (FLES) in North Carolina schools, integrating technology into the foreign language classroom, etc. Technology in Foreign Language Education . Pedagogical principles and hands-on experience in appropriately selecting and applying the various instructional technologies to foreign language education. Instruction in the use of the following tools: (1) World Wide Web; (2) E-mail; (3) Word processing; (4) Laser disc, VCR, visualizer, CD-ROM. Students conduct software evaluations and develop their own instructional software program using one of several authoring tools.

Language/Linguistics Courses Taught in French or Spanish (500-level)

Variety in Language. Structure and Evolution of the French or Spanish Language. A study of language variety in the French- or Spanish-speaking world. Attention to the historical evolution of the language through time, and an analysis of the phonological, morphological, and syntactic features of modern French or Spanish. Use of the World Wide Web will enable students to access material from many parts of the globe. Approaches to Translation . Theory of translation and practice of translating Spanish or French into English and English into Spanish or French. Special emphasis on the significance of linguistics for translation and semantic vs. communicative translating. Consideration of the

problems of translating figurative and technical language and the use of computer technology in translation.

Integrated Culture/Literature Classes Taught in French or Spanish (500-level)

Contemporary France through Media. Study of contemporary political, economic, social, and cultural issues through wide-ranging examination of current media. Extensive work on breaking news via satellite and Internet. Special attention to developing linguistic skills and cultural knowledge needed to consume French media, and to integrating this material into classroom teaching. Literature and Cinema of the Francophone World. An exploration of representative literary texts and films from across the Francophone world: West Africa, North Africa, the Caribbean and Quebec. A study of the diverse historical, political, and cultural effects of colonialism on the different parts of the former French colonial empire. Discussion of available materials and the study of Francophone culture in the classroom. Roads through Modernity: Latin American Literature from the 1930s to the 1970s. A study of the impact of social and political modernizing projects on literary works and movements, starting with the populist governments and going through the Cuban and later Nicaraguan revolutions. Besides covering the main aesthetic debates during these years we will examine poetry from the avant garde to the "postmodernists," three novels of the Boom, and selected short stories by Borges, Garcia Marquez, Cortazar, and Castellanos. The Question of Form and Left-wing Politics in Latin American Poetry: Paz, Vallejo and Neruda. Examines the poetry of these three great poets during the 1930s and 40s in the context of debates on the left regarding realism, "socialist realism," and surrealism. This course situates these debates in Latin America within the international context and shows the way Paz furthered avant gardist theory and poetry, Vallejo retained certain avant gardist techniques but, following Brecht, was largely convinced of many of the virtues of critical realism, and Neruda went through the avant gardist stage to then forge his own independent, dialectical realist poetry. Introduction to Children's Literature of Spain . Contemporary literature of Spain intended for young people. Explores narrative fiction, poetry, and theater in the oral, written, graphic, and cinematic modes. Considers how Spanish children's literature reflects cultural values and social transformation. Explores ways of connecting children with this literature in and outside the classroom. Introduction to Children's Literature of Latin America. Traditional and contemporary literature of Latin America intended for or appropriated by young people. Explores folk tales and folklore, contemporary narrative fiction, and poetry in the oral, written, and graphic modes. Considers how Latin American children's literature reflects cultural values and social transformation. Explores ways of connecting children with this literature in and outside the classroom. French Theater in Cultural Contexts. An intensive study of some of the major plays in the French tradition in the cultural context in which they were produced. Two periods will be studied: the age of Louis XIV (late seventeenth century) and the German occupation of France (1940-1944). We will read tragedies and comedies by Corneille, Racine, and Molire and plays by Sartre, Camus, and Anouilh. The texts will be analyzed from literary, theatrical, cultural and political points of view and supplemented by readings on the history and art of the periods. Extensive use of film, video, and Internet sites. Visits to the North Carolina museum of art. Attention to pedagogical uses of theater in the classroom. The Cultural Production of the Spanish Democracy. An interdisciplinary inquiry into contemporary Spanish culture, this course proposes a multi-faceted dialogue between selected verbal and audiovisual texts (including literary and filmic works, paintings, photographs, journalistic and political documents, as well as other products of popular and mass culture) within the social and economic context of Post-Franco Spain. Golden Age Spanish Literature. An extensive study of the literature of the Siglo de Oro, entailing the prinicpal works of both the Renaissance and Baroque periods. Authors will include Garcilaso de la Vega, Fernando de Rojas, Santa Teresa de Jesús, Lope de Vega, Cervantes, and the anonymous picaresque novel, Lazarillo. Texts will be analyzed from both a literary and cultural point of view. Seminar in French Studies or Hispanic Studies (600-level) Special-topics course to be developed by faculty.

IV. Faculty - Mark Darhower, Assistant Professor of Spanish. PhD, University of Pittsburgh, Applied Linguistics and Sociolinguistics- Gregory Dawes, Associate Professor of Spanish. PhD, University of Washington, 20th Century Latin American Studies- Scott Despain, Assistant Professor of Spanish. PhD, Indiana University, Instruction of Hispanic Language and Literature, and Computer Assisted Language Instruction- Thomas Feeny, Professor of Spanish. PhD, University of Virginia, Nineteenth and Twentieth Century Spanish Literature- Michael Garval, Associate Professor of French. PhD, New York University, Nineteenth Century French Literature- Héctor Jaimes, Assistant Professor of Spanish. PhD, University of Pennsylvania, Latin American Literature and Culture- Michle Magill, Associate Professor of French. PhD, University of North Carolina at Chapel Hill, 20th Century French Literature and Culture- Arlene Malinowski, Associate Professor of French. PhD , University of Michigan, Romance Linguistics; Second Language Acquisition and Applied Linguistics- Dudley Marchi, Associate Professor of French and Comparative Literatures. PhD, Columbia University, 16th and 20th Century French Literature and Culture- Jorge Marí, Assistant Professor of Spanish. PhD, Cornell University, Contemporary Spanish Cultural Studies, Film, and Prose Fiction- Larysa Anna Mykyta, Associate Professor of French, PhD, State University of New York at Buffalo, 19th and 20th Century French Literature, Francophone Literature and Culture- Yvonne Rollins, Professor of French. PhD, Duke University, 19th Century French Literature- Mary Louise Salstad, Associate Professor of Spanish. PhD, University of Wisconsin at Madison, 16th and 17th Century Spanish Literature; Spanish and Latin American Children's Literature- Elvira Vilches, Assistant Professor of Spanish. PhD, Cornell University, 16th and 17th Century Spanish Literature and Colonial Literature; Early Modern Transatlantic Studies- Mary Ann Frese Witt, Professor of French. PhD, Harvard University, Modern French and European Theater; 20th Century French Culture (See Appended Vitae)

V. Library

Thanks to recent purchases of collections of books in Latin American literature, the entire collection in both Hispanic (Latin American and Spanish literatures and criticism) and French Studies is at workable level, both for undergraduate and graduate students. Darby Orcutt, a NCSU Libraries Fellow, has begun a review and assessment of the collection in D.H. Hill in Spanish and French. Besides the holdings at D.H. Hill library at NCSU, MA students will be well served by Trip Saver access to the collections at Duke University and the University of North Carolina-Chapel Hill, giving them excellent resources at hand.

VI. Facilities and Equipment

A. Facilities Available Currently The 1911 Building houses the administrative and faculty offices of the Department of Foreign Languages and Literatures, with additional faculty offices located in Harrelson Hall. These two facilities will provide the necessary office and administrative space for the program for the short term. Classroom space for the additional courses to be offered will be available on campus during the late afternoon and the evening time slots. Additionally, the FLL department maintains a seminar/conference room in the 1911 Building, suitable for graduate-level class enrollments. The required technological and classroom infrastructure is in place to produce courses for distribution via distance education delivery technologies. The College of Humanities and Social Sciences (CHASS) maintains several classrooms equipped to record lectures for later distribution via cable TV and the Internet. The Foreign Languages Technology Center (FLTC) also includes two facilities similarly equipped, and can also stream courses live via the Internet. These facilities are equipped with the latest in instructional technology, both for the instructor and for the student. Members of the masters program will have the necessary tools to put into practice theoretical methodologies related to the integration of technology into teaching.

The department also maintains two classrooms in Harrelson Hall which contain multimedia podia for classroom use. Finally, because our new courses will be offered as part of NC State's distance education program, DELTA (the division of Distance Education and Learning Technology Applications) is willing to buy time in other facilities on campus in order to produce distance courses.

B. Effects on Existing Facilities at the Commencement and During the Next Decade. Classroom and office space for the masters program will be adequate at the commencement of the program, particularly in light of our intent to offer many of the courses either later in the day or through the use of distance education technologies. Over the next decade the program will grow, and the need for more office space for graduate students/instructors will increase. Plans are currently underway for renovating Withers Hall and relocating Foreign Languages there. Funds for this renovation and move will come from the Construction Bond referendum. The FLL Department will be involved in planning for this renovation, and it will occur in time to provide the space that the program will need.

C. Technology Services Needed and/or Available. The Foreign Languages Computer Lab System includes two separate laboratories in Harrelson Hall (Harrelson 302 and Harrelson 362), and the Foreign Languages Technology Center in the recently renovated Laundry building (Laundry 214 and Laundry 216). Harrelson 362 functions as an open computer lab with 20 PC workstations. Harrelson 302 functions as a multimedia classroom, with full instructional technology resources, including a SmartBoard available to the instructor, and 15 PC workstations available to the students, with a seating capacity of approximately 34. Harrelson also serves as a tutorial facility for classes, and to support the outreach activities of the College of Humanities and Social Sciences. The Foreign Languages Technology Center in the Laundry building houses a 34-seat multimedia classroom, an open lab with 35 computer workstations, 7 large development workstations for student multimedia development and course projects, 6 audio listening stations, 5 video viewing stations, and 3 combined audio/video stations. The Harrelson Labs and the Foreign Languages Technology Center together serve approximately 15,000 students per semester. We intend to make these facilities an integral part of our instructional program on the graduate level as it is on the undergraduate level. Working with these technologies will expose our graduate students to a dynamic world of linguistically and culturally authentic material and prepare them to use innovative instructional technologies in their own classrooms.

D. Discuss sources of financial support for any new facilities and equipment. Principal funding of equipment for the hardware and software in the lab facilities comes from student educational technology fees (ETF) paid by each student. CHASS uses its allotment to staff and equip multiple computer labs with the necessary software and hardware to meet their computing needs. CHASS also uses some of the ETF money to pay for the printing needs of students. The Foreign Languages Computer Lab System is part of the CHASS lab system. Existing facilities will enable the new degree program to start in Fall, 2003.

VII. Administration

- The Master's of Arts in Foreign Languages will be administered by a Director of Graduate Programs (DGP) who will, when necessary, consult with the Head of the department and will prepare the graduate part of the departmental annual report. The DGP will also work with the CHASS Associate Dean for Academic Affairs, who is in charge of Graduate Programs in CHASS, and reports to the Dean of CHASS. - The responsibilities of the DGP include dealing with admissions (in conjunction with an admissions committee which will make decisions about the granting of Teaching Assistantships), recruitment, in terms of dissemination of information to students (the Graduate College deals with recruitments in terms of traveling outside the University), and general advising of first-year students. More specific advising will be assigned to individual faculty members whose fields of expertise coincide with each student's area of interest. The DGP will also coordinate plans of study for students in conjunction with the Department of Curriculum and Instruction in the College of Education and the Department of Public Instruction if students wish to obtain "M" or advanced licensure

- The DGP will be a member of the CHASS Graduate Studies Committee made up of every DGP in CHASS and the CHASS Associate Dean for Academic Affairs, who serves as liaison between the DGPs and the Dean of the Graduate College, whose office administers the graduate student support plan. The CHASS Graduate Studies Committee has a standing day and time each month for meeting, as needed. The DGP may also be a member of the Graduate Administrative Board which meets every two weeks and has one or two members from each college. One member of the Board is elected by the CHASS faculty; the other member is appointed by the Chancellor. The Board approves new graduate courses as well as new graduate programs.

VIII. Accreditation

Accrediting agencies concerned with programs similar to our proposed M.A. are the following:

1) The State Department of Public Instruction (guidelines for M certification of teachers at the Master's level). We have been in close contact, both with DPI and with our College of Education, to make sure that our program will meet the requirements for M certification. 2) Standards and Guidelines as put forth by NCATE (the National Council of Accreditation for Teacher Education). Our department just sponsored a state-wide workshop on standards in foreign language education. We are well aware of the new developments on NCATE standards and will adopt them in our program. 3) Standards and guidelines as put forth by SACS (Southern Association of Colleges and Schools) review. Once our program is established, we will request review by SACS.

IX. Supporting Fields

Several subject-matter fields at NC State are valuable to our program. These include: History (particularly European, French, and Latin American graduate history courses), English (particularly Linguistics and World Literature graduate courses), and Sociology-Anthropology. The French graduate program will be an important supporting field for the Spanish M.A. and the Spanish graduate program for the French M.A. Students may choose to minor in any of the above fields. Necessary to those students who wish to be certified at the M level is, of course, the College of Education. The faculty of that college has assured us of their full support in offering courses for our students that will enable them to obtain the competencies for certification. (See appended letter.) The Master's of Arts Degree Program in French or Spanish will offer students the possibility of minoring in fields other than education, French or Spanish. If need or demand warrant, the Department of Foreign Languages will add other language groups, including English as a second language to the minors options. Since the Department of English and the Department of History have graduate programs, students will also have options to minor in English or History. The program will also offer a graduate minor in World Literature in translation, as this is a subject in North Carolina public schools and one that foreign language teachers may be called upon to teach. If needed, course offerings in all of the subject-matter fields can be expanded but at present there is no need for expansion of those fields.

X. Additional Information (See appendix.)

XI. Budget

210 SPA Regular Salary

[Part-Time Student Services Assistant] $5,000

Social Security $ 775

000 Supplies and Materials

[Fax, Photocopying, Telephone, Office Supplies] $2,000

000 Current Services $0

000 Fixed Charges $0

[Two course release for Program Administrator] $8,000

Libraries $0

Additional Costs $0

Total Cost $ 15, 775

XII. Evaluation Plans

Evaluation will include assessments of admissions procedures and outcomes, level of students' linguistic competence, student performance in classroom, student progress toward degree completion, and graduates' success in obtaining employment or job promotions. In addition, the students will be polled both through formal evaluation forms and informal conversations to determine their level of satisfaction with the program and to elicit suggestions for change.

A. Criteria In evaluating admissions, criteria will be the number and the quality of applicants and enrollees, as well as the effectiveness of our methods of assessing this quality (for example, writing samples and interviews in target language). Since we anticipate that most students will be part-time, speed in completing the degree will not be a primary factor, but we will monitor closely satisfactory progress toward the degree. Performance in the classroom will be assessed by portfolios and comments as well as grades. Criteria will include follow-up assessment of job placement and promotions.

B. Measures to be used Admissions: student quality measures including GPA, GRE scores, proficiency in target language and culture, ethnic, gender and geographic diversity, numbers of students applying and numbers enrolling. Progress toward degree: patterns of course choice, success in courses measured by grades, portfolios, student and professor evaluations. Time for each student from enrollment to degree completion. Employment: follow-up studies to determine proportion of students who undertake or continue career in language teaching and of those who pursue other careers. Number of teachers who earn job promotions; questionnaires to determine which aspects of the program were most useful to the classroom. Satisfaction of graduates: exit interviews to determine opinions on curriculum, instruction, administration, and support services.

C. Projected productivity levels (number of graduates)

Level Year 1 Year2 Year 3 Year 4B

M 0 5 10 15

I/P

D

D. Recommended consultant/reviewers

Joan Hinde Stewart, DeanCollege of Liberal ArtsUniversity of South Carolina

Gambrell Hall, 251Columbia, SC 29208Phone: (803) 777-7161Fax: (803) 777-4532

Dr. June Phillips, DeanCollege of Arts and HumanitiesWeber State University1904 University CircleOgden, UT 84408-1904Phone: (801) 626-6424FAX: (801) 626-7422jphillips@weber.edu

Guido Podestá, Professor and Chair Department of Spanish & PortugueseUniversity of Wisconsin, Madison1018A Van Hise HallMadison, WI 53706Phone: (608) 262-2093Fax: (608) 262-9671

Cynthia Steele, Professor and ChairDepartment of Spanish & PortugueseUniversity of WashingtonPadelford Hall C-104Seattle, WA 98195Phone: (206) 543-2020Fax: (206) 685-7054cynthias@u.washington.edu

Joseph Chrzanowski, Professor of SpanishDepartment of Modern Languages and Lit.California State University, Los Angeles5151 State University Dr. / KH A3054 Los Angeles, CA 90032 Phone: (323) 343-2267Fax: (323) 343-4234jchrzan@calstatela.edu

Edward Friedman, Professor of Spanish and Comp. Lit.Department of Spanish and PortugueseVanderbilt University321 Furman Hall (Box 1617 Station B)Nashville TN 37235 Phone: (615) 322-6929Fax: (615) 343-7260edward.h.friedman@vanderbilt.edu

E. Plan for Evaluation Prior to Fifth Year

An evaluation will be scheduled for the fourth year of operation. It will include: A comprehensive count of courses taken, enrollment in each, level of satisfaction. Comparison of student quality, progress, job success, and satisfaction with those of peer institutions. Outside evaluation by visiting scholars and by SACS.

XIII. Reporting Requirements

Proposed date of initiation of proposed degree program: August, 2003 This proposal to establish a new degree program has been reviewed and approved by the appropriate campus committees and authorities.

Chancellor: _____________________________________________

XIV. Appendix A. Needs Analysis

MA Proposal Needs AnalysisFinal Report - April 18, 2001Prepared by Scott Despain

- 36 non-students, and 22 students responded

- Non-students Results

- 92% want to be kept appraised of the program's progress- 81% feel it is important or very important that the program be at NC State- 72% are interested in a Spanish MA, 14% in a French MA, and 17% in both- 67% are interested in Advanced Licensure - 17% said it was very likely they would apply for a teaching assistantship, 46% were undecided, and 37% said it would be unlikely that they would apply for a TA.- Regarding preference for when classes would be taken, respondents were relatively equally split regarding the Fall and Spring semester, however two-thirds or more found both the Summer I and Summer II sessions to be desirable or very desirable.- Regarding time of day preference, the majority felt that early classes and day classes were undesirable or very undesirable, whereas more than two thirds felt that the evening and Saturday classes were either desirable or very desirable.- 74% of respondents were very interested in time-enhanced courses, and another 21% were interested.- Regarding course type, in order of preference, with % finding the course type either very desirable or desirable: Technology (69%), Culture (69%), Phonetics/Linguistics (68%), Methods (66%), Literature (60%) and Translation (44%)- Regarding course load, 36% would take one course during the Fall, Spring and Summer semesters, 17% would simply take one course during the Summer, another 14% would take one course during the Fall/Spring and Full time in the Summer, and the remaining one-third of the respondents did not fit into these three categories. No respondent indicated the likelihood of taking a full course load during the Fall/Spring semesters.- Regarding the status of respondents, 11% are French teachers, 11% are French/Spanish teachers, 56% are Spanish teachers, and the remaining 22% did not fit into one of these three groups- Student Results are not summarized herein

B. Text of Letter from Bernadette Morris, Foreign Language Consultant, Public Schools of North Carolina

March 13,2002

To Whom It May Concern:

The following is a letter of support for the establishment of an M.A. program designed for foreign language teachers.

As North Carolina is moving towards its implementation of foreign languages K-12, the need for qualified language teachers has become pivotal to the successful implementation of the program. Teachers are having to accommodate the needs of students who have been immersed in language study for up to nine years. In addition, the recent emphasis on cultural diversity within the Francophone and Hispanic worlds have left many teachers in need of additional training. It is therefore essential for those teachers to have opportunities to develop the needed skills in the areas of language, civilization, literature, pedagogy, and methodology.

Currently, there are very few graduate programs in foreign languages available to teachers within our state. Traditionally, the required courses for completion of a graduate program have been scheduled during the day or at night and have been focused around the study of literature and language. There is a great need in North Carolina for establishing a quality program which could be completed in the course of several summers and/or evenings and which could incorporate a non-traditional delivery system making use of available technology. Only a few such programs exist within the United States and those have experienced success beyond the original anticipation of their planners. This kind of innovative program would attract teachers from around the state as well as from surrounding states faced with the same dilemma.

We need the assistance of NC State as well as other colleges and universities to help with the training of the best possible teachers to serve our growing student population and we welcome the opportunity to cooperate with you.

Please feel free to contact me at 919-807 -3865 if I can be of further assistance.

Sincerely,

(signed)

Bernadette MorrisForeign Language Consultant

C. Text of Letter from Terrance O'Brien, Professor and Interim Head, College of Education, North Carolina State University

February 1, 2001

Dr. Mary Ann Witt Foreign Languages and Literatures Box 8106 NCSU Campus

Dear Mary Ann:

It was a pleasure meeting you yesterday to discuss the proposed M. A. in Foreign Languages and Literatures. The prospect of a new master's degree in that area is exciting and I am sure it would benefit large numbers of teachers in the state, especially if you pursue your innovative ideas on accessibility. The Department of Curriculum and Instruction, and the College of Education and Psychology , stand ready to assist you in any way that we can. As you proceed with your efforts, keep in mind some of the key points that were made in our conversation.

.In order to qualify for the Class M license, a student would have to already hold a Class A license, or meet the requirements for the Class A while pursing the Class M.

Qualifying for the Class M license will require a minimum of 15 credit hours of education courses in the master's degree program. Those would consist of nine credit hours from the C&I core with one course chosen from each of the three categories (see attached list). The additional six credit hours would be specific to the teaching of foreign languages and literatures. One of those courses could be a directed internship or practicum that would involve clinical field experiences in pre-college classrooms and culminate in the required product of learning.

The only route to obtain a licensure recommendation from North Carolina State University is through the Dean of Education, or her designee.

Please know that we would be happy to support you in working to plan and establish the new master's degree program and secure temporary authorization to license from the NC Department of Public Instruction. I can be reached at 515.1743 or Terrv OBrien@ncsu.edu.

Sincerely,

(signed)

Terrance P. O'Brien, Ph.D. Professor and Interim Head

C: Dr. John Kolb Dr. Jack Wheatley

Attachment

(Attachment to O’Brien Letter.)

Masters of Education/Masters of Science Education Curriculum & Instruction Core

Curriculum and Instruction Core: 9 hours

Select a minimum of 3 hours from each of the following 3 categories.

Category I. Curriculum. Professional Development and LeadershipECI 701 - Foundations of Curriculum ECI 509 - Teacher as Learner ECI 518 - Instructional Technology Program & Staff DevelopmentECI 550 - Foundations of Middle Years Education ECI 560 - Professional Development in Marketing Education ECI 585 - Education of Exceptional Children ECI 509 - Educational Practices and Violence in Schools ECI 509 - Curriculum History ECI 604 - Seminar in Conflict Resolution and Mediation ECI 709 - Advanced Seminar in Teacher as Learner: Developmental Theory, Research, and Practice ECI 705 - Instructional Supervision of Teachers

Category II. Knowledge of Learners and Teaching ECI 500 - Theory and Practice in Teaching Diverse Populations ECI 503 - Effective Teaching ECI 509 - Assessment Issues in Education ECI 511 - Computer Applications and Curriculum Integration in K-12 Instruction ECI 520 - The Teaching of Composition *1ECI 541 - Reading in the Content Areas ECI 551 - Teaching and Learning Approaches for Emerging AdolescentsECI 509 - Research and Theory in Cognitive Styles ECI 573 - Classroom Management in Special Education ECI 581 - Educational Diagnosis and Prescription for Children with Exceptionalities

Category III. Methodological Inquiry **2 ECI 510 - Research Applications in Curriculum and Instruction ECI 545 - Literacy Theory and Research ***3 ECI 509 - Introduction to Systems of Curriculum Inquiry ECI 603 - Advanced Seminar in Literacy Research ***3ECI 709 - Seminar in Reflective Inquiry ***3 ECI 607 - Advanced Seminar in Research in Multicultural EducationECI 507 - Statistics I ECI 508 - Statistics II

* 1 Indicates required course in English Education **2 Thesis (ECI 699 -6 hours) is required for Master's of Science Education students***3 Indicates recommended course for English emphasis

D. Text of Memorandum from Mary Ann Witt, Professor, Foreign Languages and Literatures and Chair, M.A. proposal committee, to Linda Brady, Dean of College of Humanities and Social Sciences, describing site visit to M.A. programs in French and Spanish at the University of South Carolina.

October 24, 2001 Memorandum To: Linda Brady, Dean, CHASS From: Mary Ann Witt, Chair, Committee on M.A. in Foreign Languages and Co-Chair, World Literature Committee Copies: Dudley Marchi, Michael Grimwood First of all, thank you for making it possible for me to travel to the University of South Carolina at Columbia to consult with the chairs and the directors of graduate studies of the French and Spanish departments as well as with the director of the program in Comparative Literature. Here is a summary of my findings on these programs along with some recommendations on what might apply to our planning.

I. Graduate Programs in French (Administered through department of French and Classics)

A. Master of Arts in French. Candidates for the M.A. in French must complete at least thirty hours of graduate credit with a minimum of fifteen hours on the 700 level. A thesis is required; no more than six thesis credits may be counted toward the degree. An eight-hour written comprehensive examination, consisting of four essay questions, is also required. Candidates choose four out of nine categories and prepare from a reading list. The categories consist of the traditional periods of French literature from the Middle Ages to the present as well as Francophone literature from Africa and the Antilles, Francophone literature from Quebec, linguistics, and film. There is also a final oral examination for the defense of the thesis. Candidates must also pass a reading comprehension examination in a language other than French or English.

The courses in the M.A. program are primarily in literature, but also in culture, linguistics, and stylistics.

There are a few teachers in this program, and many foreign students as well. Graduates usually teach in private schools, community colleges, or as adjuncts in colleges. Some go on to other careers, such as business and law others go on to complete a PhD.

B. MAT in French. USC has no undergraduate teacher certification program in foreign languages. This degree is designed for French majors who wish to be certified to teach in the public schools. The MAT degree requires 54 hours, including 21 credits in French, 12 in an internship, and 21 in professional courses in education. MAT students take many of the same courses as MA students. They are required to take comprehensive examinations in three areas: Foreign Language Education, language and linguistics, and culture and literature.

C. IMA (Interdisciplinary Master of Arts) in French. For college graduates who already hold a teaching certificate and who wish to earn a master's degree. Requirements: 21 hours in French, 9 hours professional education, 3 hours electives. No thesis.

D. MT (Master in Teaching) Offered through the College of Education

E. Financial aid. Most MA candidates are given teacher training and are then eligible for teaching assistantships which carry a stipend of $8000 for the year. Tuition is $800.

F. Present enrollment: 16 in MA; 2 in MAT.

II. Graduate Programs in Spanish (Administered by department of Spanish, Italian, and Portuguese)

The degrees are similar and the requirements the same as for those in French. Many of the present students are native speakers who want to make their career in the U. S.

Enrollment: 14 in MA; 8 in MAT.

III. Concerns and recommendations

The Directors of Graduate Study and the Department Chairs seemed particularly concerned about the impact of the "critical needs" program on their enrollment. Since people with no particular training can now find teaching jobs, they fear that the desire to pursue a rather rigorous Master's degree has diminished. When I asked about offering classes in the late afternoon and summers to attract teachers, they answered that there were problems both with the public schools and with the university. They would like to attract more practicing teachers, but they feel that the schools are inflexible and do not allow the teachers to leave early enough to attend classes (they come from allover the state). Since the summer school is a money-making institution, they often don't have sufficient enrollment in summer courses. However, they have had a very successful summer program training teachers to teach AP courses in French and Spanish. This consists of an intensive, all-day, two-week course in which USC faculty members teach the texts on the AP list, while experienced teachers lead discussions on pedagogical concerns. The state of South Carolina funds this program.

There would seem to be a need for distance education, since USC is the only institution in the state that offers Masters' programs in foreign languages; however, the faculty is not pursuing that option at present. I think that our program will eventually need a distance education component. Although I admire the rigor of the USC program, I think that we have made the right choice to abandon a traditional literature curriculum in favor of interdisciplinary courses that combine culture with literature. We should discuss the potential impact of ' 'critical needs" on our program with DPI. We should also explore the possibility of offering intensive summer AP preparation courses and consider giving MA credit for these. Would the state of North Carolina pay for them? We need to look into the economic feasibility of offering 500 and 600 level courses in the summer. The faculty members also stressed the importance of advertising the program. They noted that it was important to feature it on graduateschool.com. We will need a budget for advertising and creative ways of recruiting. We already have a good start with the electronic list from Bernadette Morris's office which we used for our survey of interest.

IV. The Interdisciplinary Program in Comparative Literature

I consulted with Paul Allen Miller, Associate Professor of Classics and Comparative Literature and Director of the program. The program is different from our World Literature curriculum in that it only offers the MA and Pill (they are in the process of proposing a BA in Comparative Literature). However, it is structurally similar in that it involves English and Foreign Language faculty. There are no positions in Comparative Literature; all faculty members hold appointments in departments. The Director, however, has a course reduction, an office, and a half-time secretary. Dr. Miller stressed the importance of these for the viability of the program. Comparative Literature courses carry a CPLT prefix; some of them are also cross-listed with English or one of the foreign language departments. Student FTEs accrue to the home department of the faculty member teaching the course. The director is appointed by the dean of the college of liberal arts and the core faculty are nominated by the director and approved by the advisory committee, the dean, and the chair of the faculty member's home department. The chair must agree that service to and teaching in the Comparative Literature program will count in tenure and promotion processes. The core faculty teach the core courses in Comparative Literature.

A structure similar to this one would greatly facilitate the growth and administration of our World Literature courses and concentrations. Indeed, I would say that the present ad hoc committee structure with no office and no staff support, if it continues as is, might mean the eventual death of the curriculum. A program status does not seem difficult to implement. The USC Comparative Literature Program has a charter, clearly outlining its structure and policies, which I can make available to you or to anyone interested.

In one important respect, our present curriculum is superior to that at USC. Although they do not have an undergraduate major, they do have several courses in which literature in translation, from various parts of the world, plays an important role. Yet these seem to be controlled by the English department. In Dr. Miller's words, "Usually they don't let us teach them." The spirit of cooperation between English and FLL, which has made our curriculum so successful and of such high quality, seems to be lacking there as elsewhere. Indeed, I believe that ours may be unique in the United States. If we had institutional support and a program status similar to that at USC, I believe that we would be able to develop even more substantially.

E. Displays of curricula for M.A. students in French or Spanish

I. Two-Year Program with Advanced ("M") Teacher Licensure

First Semester Credits - Language Studies course 3 - Literature/Culture course 3 - Education course in Curriculum, Professional Development, and Leadership 3 Second Semester- Language Studies course 3 - Literature/Culture course 3 - Education course in Knowledge of Learners and Teaching 3Third Semester- Departmental Elective 3 - Literature/Culture course 3 - Education course in Knowledge of Learners and Teaching 3 Fourth Semester- Departmental Seminar 3 - Education course in Methodological Inquiry 3- FLIED "Technology in Foreign Language Education" 3 - Submission of final project -- Oral Examination on project -TOTAL 36 credits

II. Summer Program with Advanced ("M") Teacher Licensure

First Summer Credits - Language Studies course 3 - Literature/Culture course 3 - Education course in Curriculum, Professional Development, and Leadership 3 Second Summer- Language Studies course 3 - Literature/Culture course 3 - Education course in Knowledge of Learners and Teaching 3Third Summer - Departmental Elective 3 - Literature/Culture course 3 - Education course in Knowledge of Learners and Teaching 3 Fourth Summer - Departmental Seminar 3 - Education course in Methodological Inquiry 3- FLIED "Technology in Foreign Language Education" 3 - Submission of final project -- Oral Examination on project -TOTAL 36 credits

III. Two-Year Program with Advanced ("M") Teacher Licensure

First Semester Credits - Language Studies course 3 - Literature/Culture course 3 - Course in Minor 3 Second Semester - Language Studies course 3 - Literature/Culture course 3 - Course in Minor 3 Third Semester - Departmental Elective 3 - Literature/Culture course 3 - Course in Minor 3 Fourth Semester - Departmental Seminar 3 - Departmental Elective 3 - Submission of final project - - Oral Examination on project - TOTAL 33 credits

F. Course Action Forms – See http://sasw.chass.ncsu.edu/fl/ma/caf-00.htm

G. Curricula vitae of professors of French and Spanish in the Department of Foreign Languages and Literatures, North Carolina State University (available off-line)