General Course Information for FRL2002A/B: Spanish III A/B

Course: FRL2002A/B - Spanish III A/B
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Course Learning Outcomes:

Spanish III A

Spanish IIIA is an advanced intermediate-level Spanish course designed for independent learners. Through videos, audio clips and a variety of interactive activities and cultural interviews, students will see and hear native speakers around the Spanish-speaking world. Then students will themselves participate in both written and oral activities designed to incorporate the new vocabulary and grammar they have learned each unit.

Key components of this course are: unit assignments, virtual classroom participation, discussion board posting and a term project. Students are assessed unit by unit via vocabulary tests, completion of assignments, participation in virtual classroom discussions, timely postings to the discussion board, a final examination and successful completion of a Term Project. Suggestions will guide the student in how to best complete these tasks. Specific learning outcomes and reading assignments are provided on a unit by unit basis.

Spanish IIIA is intended to be the first half of a third year Spanish course, at the end of which the successful student will be able to participate in everyday conversations with considerable fluency in Spanish. Both Spanish IIIA and Spanish IIIB have been designed so that the student can proceed at an even pace throughout the semester. It is important that the student familiarize him/herself with the sign-in process and begin reading immediately.

Spanish III B

Spanish IIIB is an advanced intermediate-level Spanish course designed for independent learners. Through videos, audio clips and a variety of interactive activities and cultural interviews, students will see and hear native speakers around the Spanish-speaking world. Then students will themselves participate in both written and oral activities designed to incorporate the new vocabulary and grammar they have learned each unit.

Key components of this course are: unit assignments, virtual classroom participation, discussion board posting and a term project. Students are assessed unit by unit via vocabulary tests, completion of assignments, participation in virtual classroom discussions, timely postings to the discussion board, a final examination and successful completion of a Term Project. Suggestions will guide the student in how to best complete these tasks. Specific learning outcomes and reading assignments are provided on a unit by unit basis.

Spanish IIIB is intended to be the second half of a third year Spanish course, at the end of which the successful student will be able to participate in everyday conversations with considerable fluency in Spanish. Both Spanish IIIA and Spanish IIIB have been designed so that the student can proceed at an even pace throughout the semester. However, both courses require that the student do additional reading the first unit of the course and, the case of Spanish IIIA, fifth unit of the course. Therefore, it is important that the student familiarize him/herself with the E-Classroom sign-in process and begin reading immediately.

All courses are written to California Department of Education
standards and to national standards, as applicable.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

  • RefDesk@nu.edu
  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures