Departmental Self Review - UCLA Academic Senate

UCLA DEPARTMENT OF SPANISH AND PORTUGUESE SELF REVIEWJUNE 2011TABLE OF CONTENTSA. Introduction 3B. General Information 3I. Status of the Department 3II. Brief Introduction to the Department 4III. The Faculty 4i. Size of the ladder faculty 4ii. Distribution of ladder faculty across ranks 5iii. Non-ladder faculty 5iv. Faculty Diversity 6v. Teaching and Research Areas 6vi. Collaborative Clusters 8vii. Spanish and Portuguese Faculty Administrative Service to Other Units 11viii.Distinguished Teaching Awards 11ix. Faculty Hiring Priorities 11IV. The Staff 12V. Office Space 14C. The Undergraduate Program 14I. Goals and Rationale 14II. Structure of the Undergraduate Program 15i. The Majors 15ii. Student Learning Outcomes 16iii. Honors Program and Capstone Experience 17iv. The Minors 18v. Students in the Majors and Minors 18vi. Undergraduate Enrollments 19vii. Language Program and TA training 20viii.Travel Study Program 20ix. Collaboration with Other UCLA Departments and Programs 21x. Summary of Senior Survey Results 21xi. Strengths and Weaknesses 221

D. The Graduate Program 23I. Overview 23II. Graduate Student Support 24III. Program Performance 24i. Number of applications, selectivity and enrollment success 24ii. Median Time to Doctorate 25iii. Completion Rates 25iv. Fellowships and Grants 25v. Placement 26vi. Student satisfaction 26IV. Response to the 2002-2003 Review 27Appendix A. Counselor’s Report on the Undergraduate Program 30Appendix B. May 2011 Senior Undergraduate Survey 42Appendix C: Graduate Division Data 49Appendix D: Job Placements 64Appendix E: May 2011 Survey of Graduate Students 672

UCLA DEPARTMENT OF SPANISH AND PORTUGUESE SELF REVIEWJUNE 2011A. INTRODUCTIONA first version of the report was drafted during the spring 2011 quarter. Maarten van Delden (DepartmentChair) wrote the general overview of the Department, Jesús Torrecilla (Vice Chair for Graduate Studies)the section on graduate studies, and Carlos Quícoli (Vice Chair for Undergraduate Studies) the section onundergraduate studies (with a few paragraphs added by Maarten van Delden). The results of a survey ofour graduate students were incorporated into the section on our graduate programs, while the results of a“senior survey” conducted by Matthew Swanson, the Department’s undergraduate counselor, wereincluded in the section of the report devoted to our undergraduate programs. The report was discussed ata faculty meeting on June 3 rd . Input provided at the meeting, as well as via email communications withthe Department Chair, led to further revisions to the document. The final document was circulatedelectronically to all ladder faculty, who were given a week to review the report and were asked to vote onit via email. The final vote was: fifteen (15) in favor, zero (0) opposed, zero (0) abstentions. Eligiblevoters: seventeen (17).B. GENERAL INFORMATIONI. Status of the DepartmentThe Department of Spanish and Portuguese has operated in an extremely difficult environment over thelast year and a half. In December 2009, a Humanities Task Force appointed by Executive ViceChancellor Scott Waugh submitted a report containing a range of recommendations for the future of theHumanities, including the creation of a Language Center and a Humanities Center, as well as theconsolidation of a number of foreign language departments, among them the Department of Spanish andPortuguese. At a series of town hall meetings organized by the Dean of Humanities during the Winter2010 quarter, it became clear that the proposal for a consolidated Department of European Languages wasthe most controversial and least popular of the recommendations. Nevertheless, in October 2010 DeanTim Stowell announced that he wanted to proceed with the consolidation. The reasons given in supportof the plan to consolidate were many and varied, including the need to address the demographic crisis inthe Departments of German and Italian, the advantages of reducing administrative overhead byeliminating a number of department chairs, the desire to stimulate collaboration between faculty in thedifferent language departments, and the need to find a solution to a history of feuding in certaindepartments, including ours. An overwhelming majority of the ladder faculty of the Department ofSpanish and Portuguese opposed the merger. A joint letter was sent to the dean, in which it was arguedthat such a move would harm recruitment and retention of faculty and graduate students in our fields, andwould signal a reduced commitment on UCLA’s part to the study of the language and culture of almosthalf the population of Los Angeles. The letter also argued that the budgetary advantages of a mergerwere unclear. The opposition from Spanish and Portuguese faculty, and from the overwhelming majorityof faculty in the other departments slated for consolidation, has apparently led Dean Stowell to weighother options. However, as of the current writing, we still do not know what plans the UCLAadministration has for our department. We think it essential, therefore, that the matter of the future of ourDepartment, and in particular the strong desire of faculty and students in Spanish and Portuguese to retainthe Department’s autonomy, be placed front and center in the current review. The overview that followsof our graduate and undergraduate programs, and of our strengths in teaching and research, willdemonstrate that the Department of Spanish and Portuguese is a thriving unit that makes an importantcontribution to UCLA’s educational mission. There are many areas in which our performance canimprove; however, a large majority of Department faculty remain convinced that there is no justificationwhatsoever for dissolving the Department of Spanish and Portuguese into a larger unit, especially givenour location in one of the world’s capitals of Spanish-language culture. A large majority of Department3

faculty view the proposals to merge our Department with other foreign language departments as the signof a lack of support from the administration for the fields of study we represent. We hope that all thoseinvolved in this review will explicitly address UCLA’s failure to provide adequate support for ourDepartment.II. Brief Introduction to the DepartmentWe would like to draw attention here to two features of our Department: first, the remarkable breadth ofour curricular offerings and of the research areas covered by the Department’s faculty; second, theimportant contribution our Department makes to UCLA’s diversity mission.At the undergraduate level, we offer five majors (Spanish, Portuguese, Spanish and Community andCulture, Spanish and Portuguese, and Spanish and Linguistics) and four minors (Portuguese, Spanish,Spanish Linguistics, and Mexican Studies). The richness of the Spanish- and Portuguese-speaking worldis amply represented in the extensive range of courses we teach in language, literature, linguistics, andculture. Our language program offers courses primarily in Spanish and Portuguese at all levels ofproficiency. It is enriched by courses in Catalan and indigenous languages of Latin America such asQuechua. In addition to courses on the literatures and cultures of Spanish America, Spain, Brazil, andPortugal, the Department also offers courses on Chicano literature and culture. Many of the Department’scourses have an interdisciplinary orientation, and include the study of film, music, architecture and urbanplanning, photography, and other forms of artistic expression. Our graduate program includes threeseparate tracks: in Spanish, Portuguese and Linguistics. Our faculty are national leaders in all three ofthese areas. Even though we have substantially fewer faculty than at the time of the previous review, ourSpanish program continues to offer coverage of all the major periods of Spanish and Spanish Americanliterature. Our programs also integrate a diversity of theoretical perspectives derived from fields such ascultural studies, gender studies, post-colonial studies, studies of the city, the sociology of literature andhuman rights studiesUCLA is located in a city in which more than 40% of the population speaks Spanish at home. We arepart of a region that exists in very close proximity to Latin America. In such a setting, it is not surprisingto find strong student interest in learning about the cultures of the Spanish-speaking world. We note thatthis interest is especially strong among Latino students. Although we have no hard statistics at ourdisposal, we estimate that 50-60% of students in our upper-division courses are Latino. This means thatin addition to serving all interested students, we provide an especially important service to UCLA’sLatino student population. We believe that in the recent debates about a possible reconfiguration of thelanguage departments, our Department’s crucial role in meeting the needs of this segment of UCLA’sundergraduate student population has not been sufficiently stressed. There is no doubt in our mind that itwould be much more difficult for us to fulfill this role if we were to lose our departmental autonomy.Calls for greater collaboration with other units presuppose that Department of Spanish and Portuguesefaculty should teach more courses in English. Doing so, however, would directly undermine our diversitymission, which depends in large part on the Department meeting the overwhelming student demand (inparticular from Latino students) for courses taught in Spanish.III. The Facultyi. Size of the ladder facultyAs of Spring 2011, the Department has 17 ladder faculty (technically 14 and ¼, if we take jointappointments into account). Appointments are divided by rank as follows: 13 Full Professors, 3Associate Professors, and 1 Assistant Professor.A comparison with the previous self-review, conducted in May/October 2002, is instructive. In Fall2002, the Department had 20 ladder faculty (18 and ¾, with joint appointments taken into account).Division by rank in 2002 was as follows: 14 Full Professors, 4 Associate Professors, and 2 AssistantProfessors.4

Since 2002, the Department has lost Professors Carroll B. Johnson, Enrique Rodríguez Cepeda, JoséMonleón, C. Brian Morris, John Skirius, Gerardo Luzuriaga, Guillermo Hernández, Elizabeth Marchantand Susan J. Plann. The above-named professors have retired (Rodríguez Cepeda, Morris, andLuzuriaga), passed away (Johnson, Skirius, Monleón and Hernández) or transferred to other UCLAdepartments (Marchant and Plann). Mention should also be made of the retirement during the reviewperiod of José Cruz-Salvadores, who held the position of Lecturer SOE. This means that he was anAcademic Senate member and that his position was a faculty FTE.Since 2002, the Department has hired five new professors. They are Professors Maite Zubiaurre, JorgeMarturano, José Luiz Passos, Barbara Fuchs and Maarten van Delden. In addition, Professor TeófiloRuiz of the History Department now has a 0% appointment in the Department of Spanish and Portuguese.The quality of the Department’s new hires is clear proof of UCLA’s prestige and of the strength of ourprograms. Nevertheless, we must draw attention to the substantial reduction in our numbers since the lastreview. Even if we exclude the two colleagues who transferred to other departments at UCLA, we arestill left with a reduction of 4 FTEs, equal to a decline in our numbers of over 20% of our full-timefaculty. We note that this reduction took place before the current budget crisis erupted. Given statementsfrom the administration that budgetary difficulties can be remedied only by means of a down-sizing of thefaculty, we feel compelled to point out that this process has already occurred in Spanish and Portuguese.We strongly believe that there should be no further reduction in our numbers; on the contrary, wemaintain that it is imperative for the Department’s continued standing and competitiveness in the fieldthat some of the ground that has been lost since 2002 be recovered in the near future.ii. Distribution of ladder faculty across ranksAt the time of the last review (2002), the distribution of the faculty was 14 Full Professors, 4 AssociateProfessors, and 2 Assistant Professors. The review team singled out the “top-heavy” distribution offaculty as an “area in need of attention.” On p. 5 of the 2003 “Review Team Report Narrative,” we readthe following advice to the department: “A more balanced distribution of ladder faculty needs to beestablished by hiring budding scholars equipped with recently developed methodologies and fresh ideasin the assistant range.” The problem of the top-heavy distribution of the faculty has worsened since thelast review. Although we question the implication of the statement from the 2003 review team that seniorprofessors don’t generate “fresh ideas,” we believe that the review team’s recommendation that theadministration authorize searches in Spanish and Portuguese in the Assistant Professor range is even moreurgent now than it was at the time of the last review. Not only do younger scholars have a distinctivecontribution to make to research and teaching, their presence in a department ensures both continuity andrenewal with regard to the future.iii. Non-ladder facultyThe Department also employs a number of lecturers, teaching fellows, and visiting professors whostrengthen and enrich our undergraduate and graduate curricula. In 2010-2011, we employed sixlecturers: Dr. Juliet Falce-Robinson, our Lower-Division Coordinator; Victoria West, who teachescourses in our lower-division program; Raquel Villero, a Catalan lecturer; Dr. Tomás Creus, who teachesPortuguese language courses and courses in Luso-Brazilian literature and culture; Dr. Juan Jesús Payán, alecturer in Spanish who teaches both lower- and upper-division courses; and Luz María de la Torre, whoteaches Quechua and Spanish language courses. We think it is worth drawing attention to theDepartment’s success in obtaining external funding for a number of its teaching positions. Of the lecturerpositions just listed, three are funded with substantial help from outside agencies. Creus’s position isfunded in part by Brazil’s Ministry of Foreign Relations; Payán’s in part by Spain’s Ministry of ForeignRelations; Villero’s in part by the Institut Ramón Llull in Barcelona, Spain; De la Torre’s in part by TitleVI funding from the Latin American Institute. The fact that these agencies have agreed to fund teachingpositions at UCLA speaks to the Department’s international prestige. The appointments of Villero andPayán will end at the close of the current academic year. However, the programs that allowed us to hire5

them are being continued: the search for a new Catalan lecturer is now underway, while a replacement forPayán has been identified and approved. Our current expectation is that de la Torre will remain with usfor at least three more years, so that she can continue to build UCLA’s Quechua program. De la Torre’sQuechua courses are listed in the course schedule under “Indigenous Languages of the Americas” andscheduled through the Department of Linguistics; however, that department provides no funds for de laTorre’s position.The Department regularly employs Visiting Professors. During 2010-2011 the following Visiting Facultytaught for us: Gabriela Copertari, Associate Professor at Case Western Reserve University, and aspecialist in Argentine literature and film; João Adolfo Hansen, Professor of Brazilian Literature at theUniversity of São Paulo; Roberta Johnson, Professor Emerita at the University of Kansas; and SherryVelasco, Professor of Spanish at the University of Southern California.Finally, mention should be made of our very successful Faculty Fellow program, a postdoctoral teachingprogram intended for recent UCLA Spanish & Portuguese PhDs with the prospect of pursuing academiccareers at leading research universities. Faculty fellows normally teach a combination of lower- andupper-division courses while advancing their research and seeking permanent employment elsewhere. In2010-2011, the Department employed two Faculty Fellows and we have made one appointment for 2011-2012.iv. Faculty DiversityAccording to statistics maintained by UCLA’s Office of Faculty Diversity and Development, Hispanicsare well represented on our faculty, at 9.8 faculty, or 70% of the total. The same table indicates that wehave 6 women on the faculty, equal to 43.1% of the total. The statistics provided are for the currentacademic year and take joint appointments into account. For more detailed information, see:http://faculty.diversity.ucla.edu/library/data/index.htm#mngrphv. Teaching and Research AreasThe Department continues to be strong in all of its sub-fields, although faculty attrition has led to athinning of the ranks in several areas. The main sub-fields are Spanish literature (Dagenais, Ruiz, Fuchs,Torrecilla, and Zubiaurre), Spanish American literature (More, Kristal, Bergero, Cortínez, Clayton,Marturano and Van Delden), Luso-Brazilian literature (Johnson and Passos), Linguistics (Parodi andQuícoli) and Chicano/a literature (Calderón). Some colleagues teach and do research in more than one ofthese sub-fields. Examples are Kristal (Spanish literature), More (Luso-Brazilian), Parodi (SpanishAmerican literature), and Calderón (Spanish American literature).Spanish literature remains a solid field. We have two medievalists on the faculty, John Dagenais andTeo Ruiz. Dagenais has published on the ethics of reading in a manuscript culture and is currently atwork on several research projects, including a project in the field of digital humanities that involves 3-Dvirtual reality reconstructions of pre-Romanesque and Romanesque churches in Santiago de Compostela.Ruiz is a scholar of the social and cultural history of late medieval and early modern Castile, with elevenauthored or co-authored books to his name. Although his primary appointment is in the HistoryDepartment, he has been an active teacher and mentor in Spanish and Portuguese, in addition to chairingthe Department in 2008-2009. Barbara Fuchs, who has a joint appointment with English, specializes inEarly Modern Spanish literature. Trained as a comparatist (English, Spanish, French, Italian), Fuchsworks on European cultural production from the late fifteenth through the seventeenth centuries, with aspecial emphasis on literature and empire. She is the author of four books and numerous otherpublications in the field. Jesús Torrecilla is a specialist in eighteenth- and nineteenth-century Spanishliterature with thirteen books (five single-authored scholarly books, five edited or co-edited works, andthree novels) to his name. His scholarly work focuses on the reception of modernity in Spain. MaiteZubiaurre is a specialist in twentieth-century Peninsular literature and cultural studies. Trained as acomparatist, her scholarly work includes a book on the dialectics of space and gender in European and6

appointment in our department. A Professor in the Department of Applied Linguistics, her areas ofexpertise are Spanish linguistics, deaf studies, service learning and oral history.vi. Collaborative ClustersThe purpose of this section is to present a fuller picture of the Department’s research, teaching andoutreach profile by highlighting clusters that allow Department faculty to collaborate with each other aswell as with faculty and entities outside the Department.Early Modern StudiesDecidedly trans-Iberian and interdisciplinary, early modern studies continues to be a vibrant field in theDepartment. Despite the net shrinkage of faculty FTEs in recent years, the hire of Barbara Fuchs and thejoint appointment of Teo Ruiz have kept the field viable. Recent initiatives have built strong bridges toother departments at UCLA and across the UC system. Fuchs and Anna More’s close research andpedagogical collaboration makes UCLA’s one of the few truly transatlantic programs in early modernstudies. In 2010-2011 Fuchs and More spearheaded the Early Modern Studies Research Group (EMRG)an interdisciplinary working group for early modern studies at UCLA and in the region. The groupbridges the focus of the two early modern centers on campus (the Center for Medieval and RenaissanceStudies and the Center for 17th- and 18th-Century Studies). As part of the inaugural year, Fuchs andMore organized a lecture series on “Early Modern Cosmopolitanisms” featuring five high profile speakers(Florence Hsia, John Watkins, Susan Phillips, Paula Findlen and Christopher Johnson) funded by theMellon Fellowship for Transformational Support in the Humanities. Funding has been renewed for anadditional two years. In 2010-2011 More also collaborated with Ivonne Del Valle (UC Berkeley) tofound a UC Multi-Campus Research Group (MRG) titled “Early Modern Globalization,” in which Fuchsparticipates. The group, which includes twelve faculty members from across the UC system in the fieldsof History, Art History and Literature, focuses on the global effects of Iberian expansion. Finally,Barbara Fuchs has recently been named Director of the Center for 17th- and 18th-Century Studies and theClark Library for a five-year term. While this appointment undoubtedly benefits the Department inmultiple ways, it also means a further reduction of Fuchs’ FTE to .25 over the course of her tenure andthus gives additional urgency to a hire in early modern studies (see section ix below).Colonial StudiesAn important focal point for colonial studies at UCLA is the Center of Colonial Ibero-American Studies(CECI), a research unit that brings together students and professors whose academic backgroundsembrace a variety of disciplines. Established in 2000 by Dr. José Pascual Buxó and Dr. Claudia Parodi,the main goal of CECI is to promote the study of the languages, literatures and cultures of colonial LatinAmerica from the sixteenth to the eighteenth centuries. CECI’s research interests and activities include:editing colonial texts; creating specialized databases and bibliographies; becoming acquainted with andvisiting libraries and archives throughout the United States, Latin America and Europe that house colonialtexts; and investigating different theoretical proposals in various disciplines. CECI has hosted talks bymany important figures from the worlds of literature and academia, including Rodolfo Cerrón Palomino(Peru), Guillermo Samperio (Mexico), Cristina Rivera Garza (Mexico) and Sara Poot Herrera (USA).Currently, CECI researchers are undertaking a critical edition of the "Neptuno alegórico” by Sor JuanaInés de la Cruz. One of CECI’s most important contributions to the study of the Ibero-American colonialperiod is the paleography seminar offered by Parodi. CECI has also sponsored important conferences,including a very successful Colonial Symposium, held in October 2010 and featuring Margo Glantz as akeynote speaker. Recently, CECI received a grant from UC Mexus to organize a conference on thecolonial period, in conjunction with the University of San Luis Potosí in Mexico.8

Caribbean StudiesThe Department has a very active agenda in the area of Caribbean Studies. Since 2006, Jorge Marturanohas co-organized with Robin Derby (History) several interdisciplinary Latin American Institute workinggroups related to the Caribbean. These working groups have brought dozens of guest speakers to thecampus and to our Department’s Lydeen Library. Marturano and Derby also co-organized a two-yearlongUCLA Mellon Faculty Seminar on Caribbean Cultural History (with the support of a Mellon Grantfor Transforming the Humanities) that was very active in organizing talks and small workshops. Inaddition, they co-organized (with the support of the Latin American Institute) a two-day-longinterdisciplinary conference titled “The 1950s in the Caribbean,” with the participation of twentyscholars. The list of guest speakers on Caribbean topics during the last five years is too long to include infull, but among the guest speakers it is worth mentioning Emilio Bejel (UC Davis), José Quiroga (EmoryU), Sybille Fischer (NYU), Elzbieta Sklodowska (Washington U), Juan Carlos Quintero Herencia (U ofMaryland), César Salgado (U of Texas, Austin), Raúl Fernández (UC-Irvine), Francisco Morán (SMU),Jossiana Arroyo (Uof Texas, Austin), Peter Hulme (University of Essex), Jacqueline Loss (U ofConnecticut), Lucía Suárez (Ahmerst College), Pedro Pérez Sarduy (London Metropolitan U), IdelberAvelar (Tulane U), Luis Duno-Gottberg (Rice U), and Roberto Ignacio Díaz (USC).Southern Cone StudiesArgentina and Chile are at the center of sustained teaching and research in this area. The activities of theladder faculty—in particular Professors Verónica Cortínez and Adriana Bergero—have been strengthenedby numerous academic initiatives: an international conference on “Cultures and Politics of Memory andHuman Rights in Post-dictatorship Southern Cone,” with the participation of the co-founder of theArgentine human rights movement HIJOS, Juan Martin Aiub, as well as Chilean Mapuche human rightsactivist Graciela Huinao (May 21-22, 2008); the presence of Chilean writer Alberto Fuguet as VisitingProfessor; seminars and discussions with filmmakers from both Argentina and Chile such as LucreciaMartel, Liliana Paolinelli, Carlos Flores and, most recently, Patricio Guzmán (in collaboration with theUCLA Film & Television Archive); a homage to Pablo Neruda on the occasion of his centennial (filmscreening and round-table); a poetry reading by Raúl Zurita, a workshop with Diamela Eltit, etc. Theinstitutional link with the Latin American Institute’s “Center for Argentina, Chile and the Southern Cone”as well as the UC-Chile Agreement on academic cooperation further enhance the perspectives forsuccessful exchanges. The results of these efforts are reflected in numerous publications and a series ofrecent doctoral dissertations and new dissertation projects (Eva Perón, Alfonsina Storni, Fuguet, Chileanfilm of the 90s, Chilean culture of the 80s against Pinochet, Human rights and movements of theArgentine civil society, etc.).Mexican StudiesThe field of Mexican Studies relies on the contributions of three faculty members who work on thecolonial period (Cortínez, More and Parodi) and two who work on twentieth and twenty-first centuryMexican literature (Calderón and Van Delden). In recent years, the area has strengthened its profilewithin the Department and the University at large through the creation of a new minor in MexicanStudies, and the development of new courses, such as Anna More’s Hypermedia Mexico City course, firsttaught in Spring 2011. The field benefits from its close links to UCLA’s Center for Mexican Studies,which in the last two years has co-sponsored two symposia on the Mexican Revolution with significantparticipation of Department of Spanish and Portuguese faculty. The Department offers a very successfulSummer Study Abroad program in Mérida, which in recent years has been directed by Dr. Juliet Falce-Robinson. We have also taken advantage of our proximity to Mexico by developing a very productiverelationship with the University of Guadalajara, which in recent years has sponsored an annual miniseminarin our Department offered by prominent Mexican writers such as Hugo Gutiérrez Vega and JorgeEsquinca, as well organizing “Cátedra Julio Cortázar” lectures on our campus by eminent figures such asCarlos Fuentes and Jorge Volpi.9

(http://sicalipsis.humnet.ucla.edu), as a companion to her book (Cultures of the Erotic in Spain 1098-1939) forthcoming from Vanderbilt University Press. Also active in this area is Professor Anna More,who, with the support of a grant from the Office of Instructional Development, has built a course arounddigitized historical maps and readings on Mexico City.vii. Spanish and Portuguese Faculty Administrative Service to Other UnitsFaculty members of the Department of Spanish and Portuguese continue to make importantadministrative contributions to other units on campus. Examples are Héctor Calderón (Director,Education Abroad Program in Mexico, 2004-2008, and founding Executive Director of Casa de laUniversidad de California en Mexico, A.C., a UC mini-campus in Mexico City, 2006-2008); VerónicaCortínez (Director, Education Abroad Program, Chile, 2005-2006 ); Barbara Fuchs (recently appointedDirector, Center for 17 th and 18 th Studies at UCLA); Randal Johnson (currently, Interim Vice Provost forInternational Studies; Director, Latin American Institute, 2005-2010); Efraín Kristal (currently, Chair,Department of Comparative Literature; Director, Education Abroad Program in Paris, 2005-2008); JoséLuiz Passos (Director, Center for Brazilian Studies, 2008-2011) . The service to the University and to theUniversity of California system rendered by faculty members of the Department of Spanish andPortuguese shows the willingness of Department faculty to step outside the confines of our own unit andengage with other entities on campus as well as within the wider UC community.viii. Distinguished Teaching AwardsThe Department of Spanish and Portuguese has a distinguished track record in the area of teaching. Thefollowing members of the Department have won UCLA’s coveted Distinguished Teaching Award, forwhich only a handful of winners are selected each year: Verónica Cortínez (1998); Efraín Kristal (2000);Jesús Torrecilla (2004); Teo Ruiz (2008); and Susan Plann (2010). Mention should also be made of theOutstanding Teaching Award granted in 2010 to Claudia Parodi by the Graduate Student Association atUCLA.ix. Faculty Hiring PrioritiesIn May 2010, the Dean of Humanities invited departments in the Humanities Division to submit theirrequests for faculty searches over the next few years. The Department of Spanish and Portugueserequested hires in the following fields: Central American literature and culture, Early Modern Luso-Hispanic studies, and Linguistics. Following we provide brief rationales for searches in these areas. (Todate, none of the requests has been approved).A hire in Central American literature is justified by the intrinsic interest and importance of the field; bythe opportunities a hire in this field would offer for collaboration with other disciplines and departments;by the demographic changes that have taken place in recent decades both in our region and at UCLA,which include significant growth in the Central American population; and by strong interest in the fieldamong both graduate and undergraduate students at UCLA. The appointment of an expert in CentralAmerican literature and culture would complete the geographical sweep of Latin American studies in theDepartment (we currently have experts working on all the other major regions of the continent) and wouldstrengthen our ability to compete for the best Latin Americanist graduate students.The Department has a strong need for an additional FTE in 16th- and 17th-century Luso-Hispanic studies.In the past several years, we have lost 2 FTEs in the field and have gained only .5 FTE with the hire ofProfessor Barbara Fuchs. With some of the best known works of peninsular literature in drama, poetry,and prose, the field is foundational for Hispanic literature. The social and cultural development of Luso-Hispanic regions are largely inexplicable without reference to this period in which Spain’s empireprecipitously rose and fell. Both the literary production of the period, which influenced many laterperiods, and intellectual and cultural production from both sides of the Atlantic provide alternativeperspectives on modernity that are essential to understanding the region today. It is impossible for oneperson, with only half an appointment in the Department, to cover two hundred years of literary and11

cultural production across the genres, and this lack of staffing puts us at a considerable disadvantage inrelation to our peer institutions when it comes to recruiting graduate students in the field. In sum, it iscrucially important that this area be strengthened with an additional hire.The Department also has a strong need for a linguist with specialization in Spanish Phonetics andPhonology and a focus on experimental methods in linguistic research, and language acquisition (Spanishas L1 and L2). Studies of Spanish Phonetics and Phonology with an experimental focus on the utilizationof new technological tools in statistics and in sociolinguistics are exciting new fields with strong graduatestudent interest and increasing professional opportunities. Most of our current students are interested indoing research on the Spanish language as spoken in Los Angeles. Since UCLA is a premier center forgeneral phonetics and phonology and because Los Angeles has a huge Spanish-speaking population, theaddition of a specialist in Spanish Phonetics and Phonology with strong statistical knowledge will allowus to tap into campus resources and to develop a high level of research focused on the Spanish languagein general and on Los Angeles Spanish in particular, with the potential of being a leader in this excitingnew area.IV. The StaffTogether with the Departments of Linguistics and Applied Linguistics, the Department of Spanish andPortuguese is part of a single administrative unit known as the Rolfe/Campbell Humanities Group(RCHG). We have seven staff members, five of whom are shared with other units. Compared to the lastreview, we have seen a decline in the staff members available to the Department. At the time of the lastreview, the Department of Applied Linguistics was not yet part of the Rolfe/Campbell Humanities Group.This means that four staff members who previously split their time between the Department of Spanishand Portuguese and the Department of Linguistics now work for the Department of Applied Linguistics aswell. One position was converted in 2010 from a full-time position in Spanish and Portuguese to a splitposition between Spanish and Portuguese and Linguistics. The result is that we have gone from theequivalent of five full-time positions to 3.76 positions.In the last two years, we have seen considerable turnover among the staff. Four staff members left theDepartment in academic year 2009-2010 and in two cases appointing replacements took excessively long,in part because of uncertainty in the dean’s office over whether new appointments to these staff positionswould be authorized. An added complication was that one new appointment proved unsuccessful and anew search to fill the position in question had to be undertaken. The result was that between November2009 and March 2010, the Department had to manage for approximately eleven months without a fulltimemanager (two separate part-time interim managers were appointed to help out). The Departmentalso had to manage without an undergraduate adviser for approximately five months. We needs to be toemphasized is that the remaining staff members worked extra hard to ensure the continued smoothrunning of the Department. We are also happy to report that we are extremely pleased with the staffmembers hired during the past year, and believe that at this point we have an excellent team in place.Following is a list of our staff members and their main duties.One Chief Administrative Officer (Claudia Salguero), who splits her time between the Departments ofSpanish and Portuguese, Linguistics, and Applied Linguistics [33.3%]. Claudia oversees all financial,purchasing and payroll transactions, financial management, human resource management, contract andgrant administration, gift policy administration, facilities and materials management as well asinformation systems management. She hires and trains the staff, establishes performance standards andjob duties, and develops and implements office management policies related to staff work environment.Claudia advises and informs the Chairs on all issues in the Department, and is the liaison between theCollege administrative offices and our Department.12

One Student Affairs Officer III (Hilda Peinado), who serves as our graduate student advisor. Hildaadvises all new and continuing students on courses, requirements, funding opportunities and fellowships.She also advises those graduate students with academic and financial hardships. Hilda coordinates thegraduate admissions process. She also coordinates the class schedule and classroom assignments for theDepartment. Hilda is responsible for hiring Teaching Assistants and Graduate Student Researchers. Inthese capacities, she works closely with administrators, faculty, staff, Masters and Doctoral students. Shealso coordinates, plans, develops, implements, modifies, and evaluates policies and procedures for theefficient operation of admissions and academic advising services.One Student Affairs Officer II (Matthew Swanson), who provides academic counseling to undergraduatestudents on major and minor requirements, course selection and placement exam results. He meets withincoming freshmen and transfer students to advise them and answer questions about our major and minorprograms. He maintains accurate records for departmental long-range planning. He provides relevantdata and reports to faculty and Department staff, and maintenance of student records. He also presentsthis information at university fairs and open houses. Matt is responsible for the Department’s graduationceremonies for undergraduate students. Matt splits his time between Spanish and Portuguese andLinguistics (50%).One Front Office Coordinator (Nivardo Valenzuela), who serves as the main point of contact for allstudents and visitors to the Department. Nivardo handles all day-to-day logistics of teaching operationssuch as textbook orders, supply orders, audio-visual equipment requests, mail distribution, conferenceroom scheduling and parking assignments. He provides general administrative support to the Chair,faculty, staff, and students. He is responsible for travel and entertainment reimbursement; manages allarrangements for conferences and receptions, including travel logistics and accommodations for speakers.He prepares publicity materials for lectures and seminars, and maintains departmental bulletin boards, e-mail lists, and web-pages.One Academic Personnel Officer (Peter Kim), who also works for the Linguistics and Applied LinguisticsDepartments (33.3%). His duties include preparing dossiers for merit and promotion cases, inputtingpayroll appointments and sabbaticals in the on-line system, and handling visa issues and hiring paperworkfor all faculty and visiting scholars. Peter supervises all aspects of the academic personnel processes forthe three departments. Peter oversees the distribution and dissemination of all benefits information. Hereconciles payroll ledgers and prepares reports for the Manager and Chairs. He also oversees the hiring ofTA/GSR and other student related payroll/personnel policies and procedures.One Fund Manager (Christopher Palomo), who also works for the Linguistics and Applied LinguisticsDepartments (33.3%) Chris coordinates all financial transactions, manages all aspects of purchasing andledger/account reconciliation. He prepares monthly and annual budget reports for CAO and Chairs asneeded. Chris oversees all reimbursement processes to ensure proper policies and procedures are beingfollowed, ensure that proper funds are recharged, and oversees all travel and relocation arrangements. Heprepares all intercampus payments and departmental deposit transmittals. Chris manages all sales andservice accounts and ensures that activity complies with university policies and procedures. He assistsfaculty with COR grant applications. He also reviews and reconciles monthly ledgers.One Departmental Technology Analyst (Drake Chang), who splits his time between our Department(26.6%), the other two Departments in the Rolfe/Campbell Humanities Group, and the Center for DigitalHumanities. He provides technical support in all areas of computing and acts as the support coordinatorfor all faculty, graduate students and staff. Drake troubleshoots workstation, local network, Internet andremote access problems; advises users on computer related issues and available services; trains users inthe basics of computer systems, instructional technology and network services.13

V. Office SpaceOne significant improvement has taken place compared to the previous review: our TAs now have muchmore adequate office space than nine years ago. However, we note that the problem of the lack of airconditioning in Rolfe Hall continues. It is very disappointing that the Department of Spanish andPortuguese is one of the very few departments on campus that continues to be housed in a buildingwithout air conditioning. We take the opportunity to strongly urge the administration to take thenecessary steps to address this problem. In effect, faculty, staff and students in the Department of Spanishand Portuguese are being asked to work in conditions that are substantially inferior to the conditionsenjoyed by the overwhelming majority of the UCLA community.Our current office inventory is as follows:16 ladder faculty offices3 emeriti offices4 visiting faculty offices7 lecturer offices9 TA offices (shared between 3-4 TAs)5 staff offices1 department Chair office1 main department office1 small conference room1 department library1 small computer lab with 3 terminals1 graduate student publications office1 equipment room (projector, screen, TV monitors, DVD player, speakers)1 copy room with 1 computer terminal1 mailroom1 small kitchen1 department archival room1 department archival room shared with the Rolfe-Campbell Humanities Administration GroupNotes:1. The distribution of TA, visiting faculty and lecturer offices fluctuates from academic year toacademic year.2. The conference room is used for committee and staff meetings and, on occasion, for graduateseminars and small classes for which the Scheduling Office was unable to find classrooms.3. Most department lectures are held in the library, which is currently being upgraded with AVequipment in order to host such lectures.C. THE UNDERGRADUATE PROGRAMI. Goals and RationaleOur goals for undergraduate education in the Department of Spanish and Portuguese are oriented towardsthe implementation of a particular version of a liberal arts education. In this regard, the Department isconcerned with three main goals.Our first goal is coincidental with the general purpose of a liberal arts education offered by many otherforeign language departments in the country. Similar to undergraduates at other universities in the UnitedStates, our undergraduates are expected to gain a perspective on a range of disciplines as part of their14

general education, to concentrate in one area, to perfect their analytical and critical faculties, to expressthemselves in a foreign language, to appreciate literature and other forms of art, and to sharpen theirjudgment in issues of ethics and morality in order to be able to function effectively as citizens in adiverse, democratic society.Our second goal is to provide an educational program that is appropriate to the special circumstanceshaving to do with UCLA’s location in Los Angeles—a city with large Chicano, Mexican, and CentralAmerican populations, a growing Spanish-speaking population originating from all parts of LatinAmerica and Spain, and a substantial Portuguese-speaking community. What distinguishes theDepartment of Spanish and Portuguese at UCLA from many other similar departments in the country isthe way the Department has responded to these special circumstances. Spanish is not a foreign languagein the area—it was spoken here many years before English, and it continues to be the native language ofmillions of Californians. Our task in this regard is similar to that of an English department at anAmerican university. To reiterate what was stated in our previous Self Review, “our field is not simplyan academic discipline here; it is a demographic, social, and cultural reality. Insofar as we are concernedto broaden and especially deepen Latino students’ knowledge of their own tradition, our objectives arecloser to those of a typical English department, or to those of other Spanish departments in places whereEnglish- and Spanish-speaking cultures co-exist.” (Self Review 2002, p. 1).Our third goal is to contribute to the University’s educational mission by providing courses to support theundergraduate majors of other departments and inter-departmental programs with which we collaborate(Latin American Studies, Chicano/Chicana Studies, Comparative Literature, Linguistics), and to meet thedemand for courses in Spanish and Portuguese to the large number of UCLA students whose interests aredriven by the pervasive influence of Latin American cultures in the area and our many ties to the SpanishandPortuguese-speaking countries around the world. These multiple goals are reflected in the structureof our undergraduate curriculum and in the diversity of our faculty.II. Structure of the Undergraduate Programi. The MajorsIn order to accomplish the above-stated goals, the Department has developed five undergraduate majors,leading to the B.A. degree, all of which require approximately forty five upper division units. Four ofthese majors were already in place at the time of the previous review. One new major was created sincethat time—the Spanish and Community and Culture major. What differentiates these five majors is therelative emphasis placed on different aspects of the areas covered by the department. A brief descriptionof these majors and their respective upper division requirements is given below (more detailedinformation about these majors and about the recent changes introduced is provided in Appendix A):a) Spanish: emphasizes the study of literature and forms of cultural expression of the Spanish speakingworld. Upper Division: Sp 119 (Structure of the Literary Work); b) Sp 120 (History of Literature), c)Eight elective courses from the areas of literature, culture, linguistics, media, and interdisciplinarystudies; d) Sp 191-A (Capstone seminar). The recent changes made in this major were intended tostreamline the program with the elimination of survey courses in favor of two more focused coursesdealing with the structure of literary work and literary history, and also to give more flexibility to theprogram, allowing more choices to students, and encouraging the creativity of the faculty. This majorwas recently approved as a capstone major.b) Spanish and Community and Culture: emphasizes the study of cultural and linguistic aspects ofcommunities of Hispanic heritage in California and in the US, with a distinguishing Community-BasedLearning and Service Learning component. Upper Division: Sp 100-A (Phonology) or Sp 100-B(Syntax); Two from Chicano/a 100SL, Sp 165SL, Sp M172SL; Sp 119 or 120; Four from Sp 130 through195; Two additional courses from Chicano/a Studies or Soc M155. This major already has an approvedcapstone feature. This major is currently the second largest major in the Spanish and Portuguese15

Department. It has a strong Chicano Studies component, and has allowed the Department to strengthenits community-outreach profile.c) Spanish and Linguistics : an inter-departmental major with the Linguistics Department, whichemphasizes the study of the Spanish language—its structure (phonology, syntax), its historical evolution,its dialectal variants, and its socio-linguistic dimensions—in the context of modern linguistic theory.Upper division: a) Spanish: Sp 100-A; Sp 100-B; Four electives in Spanish; b) Linguistics: Ling 103;Ling 120-A; Ling 120-B; Ling 160; Ling 165-A or Ling 165-B. The Linguistics Department has acounterpart of this major (Linguistics and Spanish) with the same course requirements.d) Portuguese: a major designed for students interested in the Portuguese language and the literature, film,and cultural expressions of the Portuguese-speaking world, with emphasis on Brazil. Upper Division:Port 100-A or Port 100-B; Port 130-A; Port 130-B; Seven electives from Port 100-A to Port 199. Thismajor was redesigned to better reflect the more central position that the study of film and other forms ofcultural expression now occupy in the program. A name change for this major is also being contemplatedto go along with the broader dimension of the program.e) Spanish and Portuguese: a combined major that allows students to focus on the combined study of thelanguages, literatures, and cultures of the Spanish- and Portuguese speaking peoples, with a primaryemphasis on Spanish America and Brazil. Upper Division: Sp 100-A or 100-B; Port 100-A or Port 100-B;Sp 119; Sp 120; Port 130-A and Port 130-B; Two electives in Spanish; Two electives in Portuguese; Oneadditional elective in Spanish or Portuguese. This major was recently adjusted to reflect the changes inthe Spanish and Portuguese majors noted above.The structure of our majors above reflects recent revisions made in the program in 2010. These changeswere made in part to conform to the new College of Letters and Sciences policy that called for a uniformnumber of 45 upper division credit units for all majors in the College (“Challenge 45”). However, somechanges were also made to give more focus to the literature centered majors by instituting a requiredanalytical course (Sp 119: Structure of the Literary Work), by consolidating various survey courses into asingle course (Sp 120: History of Literature), and by shifting linguistics courses from required courses toupper division electives. These changes also had the effect of giving more flexibility to the program, andof allowing more choices to students. The revised majors are in the initials stages of implementation, andsome fine-tuning will probably be necessary to ensure that the changes that were introduced will indeedproduce the intended programmatic results. A more complete description comparing the old majors andthe revised majors is provided in Appendix A.ii. Student Learning OutcomesIn the process of updating our undergraduate program, the Department defined the learning outcomes foreach Major.Spanish Major. Graduates in the Spanish major will be able to: a) demonstrate a mastery of the Spanishlanguage, both written and oral; b) demonstrate, within the context of a specialized topic in Spanish andSpanish American studies, specific skills and expertise acquired in earlier coursework, including research,analysis and writing; c) identify and analyze appropriate primary sources; d) acquire a workingknowledge of scholarly discourse relative to a specialized topic; e) conceive and execute a project thatidentifies and engages with a specialized topic; f) engage with a community of scholars, presenting one’sown work to peers and helping to further the work of those peers through discussion and critique.The learning outcomes for the new Spanish major were developed by the Undergraduate AffairsCommittee as part of the restructuring of the major in response to Challenge 45. The new majorrequirements along with the learning outcomes were approved at the February 7 th , 2010 Departmentmeeting by a vote of fifteen (15) in favor and one (1) opposed.16

Spanish and Community and Culture Major. Graduates in Spanish and Community and Culture will beable to: a) demonstrate a mastery of the Spanish language, both written and conversational; b) conductand interpret research to determine the needs of specific communities; c) demonstrate a criticalunderstanding of and an ability to apply theories within a service context; d) demonstrate sensitivity todiversity and cultural differences; e) perform scholarly presentations that tie current issues to research andtheory; f) articulate the value of civic engagement.The learning outcomes of the major in Spanish and Community and Culture were approved by theDepartment in the 2006-2007 academic year.Spanish and Linguistics Major. Graduates will be able to: a) demonstrate a technical mastery of theSpanish language: its pronunciation (phonetics and phonology) its history (historical linguistics), itsstructure (syntax); b) demonstrate, within the context of a specialized topic how to do basic spokenlanguage research in Spanish linguistics, mainly Latin American Spanish and Chicano Spanish or LosAngeles vernacular; c) identify and analyze appropriate primary linguistic sources, mainly within theGenerative (i.e. formal) framework; d) acquire a working knowledge of scholarly discourse relative to aspecialized Spanish linguistics topic (phonology, syntax and historical linguistics); e) conceive andexecute a project that identifies and develops a specialized topic in Spanish linguistics that demonstratesanalytical skills in phonetics and phonology; f) sharpen critical and analytical skills regarding issuesrelated to the nature of language—its structure, its acquisition, its variation (dialects), and the way it isused in society.The learning outcomes for the Spanish and Linguistics major were developed by faculty in the field oflinguistics.Portuguese Major. Graduates in Portuguese will be able to: a) demonstrate oral, aural, and written masteryof the Portuguese language; b) demonstrate, within the context of a specialized topic in Portuguese andLuso-Brazilian studies, specific skills and expertise acquired in earlier coursework, including research,analysis and writing; c) identify and analyze appropriate primary sources; d) acquire a workingknowledge of scholarly discourse relative to a specialized topic; e) conceive and execute research projectsthat identify and engage with a specialized topic; f) engage with a community of scholars, presentingone's own work to peers and helping to further the work of those peers through discussion and critique.The learning outcomes for the Portuguese major were developed by faculty in the field of Portuguese.Spanish and Portuguese Major. Graduates in Spanish and Portuguese will be able to: a) demonstrate oral,aural, and written mastery of the Portuguese and Spanish languages; b) demonstrate, within the context ofa specialized topic in Portuguese and Luso-Brazilian studies and in Spanish and Spanish Americanstudies, specific skills and expertise acquired in earlier coursework, including research, analysis andwriting; c) identify and analyze appropriate primary sources; d) acquire a working knowledge of scholarlydiscourse relative to a specialized topic; e) conceive and execute research projects that identify andengage with a specialized topic; f) engage with a community of scholars, presenting one's own work topeers and helping to further the work of those peers through discussion and critique.The learning outcomes for the Spanish and Portuguese major were developed the Undergraduate AffairsCommittee as part of the restructuring of the major in response to Challenge 45.iii. Honors Program and Capstone ExperienceThe Department offers a Departmental Honors program which is open to Spanish majors who havecompleted eight upper division courses with at least a 3.5 grade point average.Also, the Department is in the process of developing opportunities for Capstone Seminars for all itsmajors to provide students with the opportunity to demonstrate their mastery of the skills proposed aslearning outcomes for their respective majors. The major in Spanish and Community and Culture already17

offers the opportunity of a capstone experience to its majors. The proposed Capstone feature for theSpanish major was approved by UCLA’s Undergraduate Council at its June 10, 2011 meeting.iv. The MinorsIn addition to the five areas of concentration offered to majors, the Department also offers studentsconcentrating on other disciplines the possibility of doing a minor in the Department. Currently, there arefour Minors. These Minors and their respective upper division course requirement are as follows:a) Spanish. Requirements: Sp 119 or Sp 120; Four courses in Spanish;b) Spanish Linguistics. Requirements: Sp 100-A; Sp 100-B; Two electives in Spanish Linguistics; Oneadditional course in Spanish.c) Portuguese. Requirements: Port 27; Five elective courses from Port 100-A to Port 199.d) Mexican Studies. Requirements: Three courses on Mexican Literature (Sp 135 to Sp 175); Twospecified elective courses from Anthropology, Chicano/a Studies; Ethno-musicology; Geography, orHistory.v. Students in the Majors and MinorsThe number of students majoring in our Department has increased slightly since the last review, from 160to 181 students. The number of students enrolled in our minors also increased since the last review, from204 to approximately 225 students. The current combined total of majors and minors ranges around 400to 450 students. A summary of majors and minors since 2002 is provided in the table below (more detailsare provided in Appendix A):Major and Minors : 2002 to 2011 (Spring Quarter Statistics)S11 S10 S09 S08 S07 S06 S05 S04 S03 S02Majors 181 176 179 168 186 196 NA 165 142 160Minors 225 282 320 270 256 267 NA 220 189 204Totals 406 458 499 438 442 463 NA 385 331 364The distribution of students per Majors since the last review is as follows (Spring Quarter numbers):Students Distribution per Majors: 2002 – 2011 (Spring Quarter Statistics)S11 S10 S09 S08 S07 S06 S05 S04 S03 S02Spanish 118 112 118 108 149 155 NA 126 105 126Spanish & Linguistics 19 25 21 27 24 27 NA 23 22 29Spanish & Community 35 24 23 15 NA NA NA NA NA NASpanish & Portuguese 7 10 16 17 9 8 NA 14 13 4Portuguese 1 5 1 1 4 6 NA 2 2 1Totals 181 176 179 168 186 196 NA 165 142 16018

Although the Department believes that it can increase significantly the number of Majors, the currentnumbers can be considered quite satisfactory given the mostly adverse circumstances we have had toconfront in recent years—the Department has suffered a significant net loss of permanent FTEs since thelast review, it has faced a reduction in the allocation of FTEs for Lecturers and TAs, and there is anadverse cyclical trend indicating a decline in the number of students majoring in language departments inthe country and at UCLA. Yet, as can be seen from the figures above, the number of students pursuingMajors and Minors in the Department of Spanish and Portuguese has actually increased in recent years.vi. Undergraduate EnrollmentsOverall undergraduate enrollments continued to be strong, despite a number of adverse factors. Theoverall total of students enrolled in undergraduate lower division and upper division courses offered bythe Department is currently approximately 5,000 students. This total includes enrollment by students whoare majors and minors in the Department, students from other UCLA departments, students attendingSummer Session courses on campus, and students taking courses in our Summer Travel Study ProgramsAbroad. The undergraduate enrollment statistics for the past five years are provided below.Undergraduate Enrollments (Years 2006-07 to 2010-2011)Year 10-11 09-10 08-09 07-08 06-07 05-06 04-05 03-04 02-03Spanish 3,261 3,693 3,738 3,848 3,857 3,768 3,946 4,611 4,204Portuguese 365 404 426 349 358 437 452 348 343Summer 819 907 789 879 865 681 578 576Total 4,916 5,071 4,986 5,094 5,070 5,071 5,537 5,123The enrollment figures above can be considered very positive, and reflect the ability of the faculty andstaff to run a large and successful undergraduate program consistently, and to respond actively to theadverse factors affecting the Department. Among the main difficulties faced by the undergraduateprogram were a net loss of permanent faculty FTEs, and budgetary cuts in our FTE allocation fortemporary Lecturers and TAs. The latter factor in particular had a negative impact on our enrollments. Ascan be seen from the table above, there was a significant decline in enrollments in Spanish classes in theacademic year 2010-2011 when compared to the previous academic years. The reason for this decline isthe budgetary cuts in our FTE allocation for Lecturers and TAs. This forced the Department to reduce thenumber of sections in Spanish language courses, which decreased from 38 sections in Fall 2009 to 28sections in Fall 2010—a decrease of 10 sections. The decrease in enrollments in Spanish is due solely tothese budget cuts—there are no other factors affecting enrollments in Spanish language courses. Almostall our Spanish language courses fill to capacity each quarter, and have substantial waitlists.The Department has attempted to attenuate the impact for students by increasing the enrollment caps by10% (from 25 to 28 students in Spanish 1-3, as of Fall 2010), and by offering a substantial program in theSummer Sessions on campus and in Travel Study programs abroad. In addition, the Department hasactively pursued external sources—the Brazilian government has been supporting a Lecturer forPortuguese; and the Spanish government has been supporting a Lecturer for Spanish. Thanks to anagreement with Catalan authorities, who agreed to provide a lecturer for Catalan, the Department hasbeen able to extend its language program by offering three levels of Catalan. In addition, the Departmenthas utilized funds raised through its extensive Summer programs to staff some of its undergraduatecourses where the need was more critical.19

vii. Language Program and TA TrainingThe teaching of the Spanish and Portuguese languages is carried out by Lecturers and TAs working underthe supervision of the Lower-Division Coordinator (Dr Juliet Falce-Robinson). Dr. Falce-Robinson isassisted by a TA Consultant (an experienced TA in the Department), who is funded partially by the Officeof Instructional Development and partially by the Department. As part of the undergraduate program, theLanguage Program is subordinated to the Vice-Chair for Undergraduate Studies, and is overseen by theUndergraduate Affairs Committee, which includes the Vice-chair for Undergraduate Affairs, four ladderfaculty, the Lower-Division Coordinator, the Department Chair (ex-officio), and student representatives.The Department has a TA training program, which includes a course (Sp 495) on language teachingmethods taught by the Lower-Division Coordinator, and includes observation of model classes. Undernormal circumstances, the graduate students take Sp 495 during their first quarter as TAs in ourDepartment. The Department’s TA training program can be considered outstanding. The Department’sTAs hold the UCLA record for the highest number of winners of the “Outstanding Teaching Assistants”awards granted by UCLA. This award is conferred once a year to about six TAs selected from alldepartments of the university.viii. Travel Study ProgramsThe Department has strongly responded to the goal of making UCLA a global university by increasingopportunities for students to study abroad through its four Summer Travel Study Programs. Theseprograms are in addition to the system-wide Education Abroad Program administered by a unitsubordinated to the UC Office of the President, which offers longer-term opportunities for UC students tostudy at a foreign university. Our Summer Travel Study Programs abroad are particularly importantbecause they offer to UCLA students, especially minority students, an opportunity to have a significantexperience abroad that many of them would not have otherwise. These programs focus on language andculture, and allow students to be immersed in the language and the culture of the country in which theystudy.The Department currently has four programs abroad (two in Spain, one in Mexico, and one in Brazil).Since the last review, the program in Puebla, Mexico was relocated to Merida, the program in Costa Ricawas discontinued, and in 2011 a new program was added in Barcelona, Spain. Enrollment statistics for thepast six years are given below.Summer Travel Study Programs – 2006 to 2011Year 2011** 2010 2009 2008 2007 2006Brazil/Salvador 29 35 36 35 53 38Spain/Granada 79 77 77 78 79 78Spain/Barcelona 30 NA NA NA NA NAMexico/Merida 31 34 26 23* 23* 26*Costa Rica/S. Jose NA NA 19 21 30 32Totals 167 146 158 157 185 174(*Prior Program at Puebla, Mexico; **preliminary numbers , based on information provided by theOffice of Internal Education).20

Student demand for these programs has been strong, and our Department has the highest enrollments forprograms of this kind at UCLA. Enrollments range from 150 to 180 students, with gross revenues ofapproximately US $ 800,000 to US$ 1,000,000 per summer. Some of these revenues have been sharedwith the Department and have served to attenuate somewhat the impact of the repeated budgetary cutsthat would otherwise seriously impair our program.ix. Collaboration with Other UCLA Departments and ProgramsIn addition to supporting the various Department majors and minors, the courses offered by theDepartment also provide key support for the majors offered by other UCLA departments and interdepartmentalprograms—particularly the majors offered by the interdepartmental programs in LatinAmerican Studies and European Studies, as well as the Departments of Chicano/Chicana Studies,Comparative Literature, and Linguistics.The program in Portuguese, with its focus on Brazil, has played an instrumental role in the recent renewalof the Title VI grant administered by the UCLA Latin American Institute—a multi-year grant ofapproximately US$ 4 million for the study of “critical languages” of Latin America. As in the past, theDepartment’s course offerings in Brazilian Portuguese—a listed “critical language”—played a decisiverole in obtaining this award. In addition, the Department currently helps sustain the program inQuechua—another critical language of Latin America—which is funded by the Title VI grant, by payingpart of the Quechua lecturer’s salary.x. Summary of Senior Survey ResultsMatthew Swanson, the Department’s undergraduate counselor, conducted a senior survey in Spring 2011.Forty-two students responded to the survey. The survey posed a number of broad questions designed togauge student satisfaction, request recommendations for improving our programs, and collect informationabout the backgrounds and future plans of our students. Students were not asked to score our programs.Some overall conclusions can be derived from the responses. (See Appendix B for all student responses tothe survey).A large number of students mention a “love” of the Spanish language and/or the literatures and cultures ofSpanish-speaking peoples as the reason for majoring in our Department. Many students state that themajor connected them to their cultural heritage. Others were inspired to undertake a major in ourDepartment by a high school teacher or by specific professors in the Department of Spanish andPortuguese.In response to a question about the most enjoyable aspect of the major, many students mentioned the“great” literature and film studied in the Department’s classes, the variety of classes offered, and thesupport from the faculty. Professors in the Department are described as “warm,” “caring,” “accessible,”“approachable,” and “friendly.” The opportunity to study abroad is also regularly mentioned as anattractive feature of our majors.Aspects that can be improved of the Spanish and Portuguese majors include offering fewer “literaturebased”classes, bringing back some of the classes that were part of the old Spanish major, such as therequired class on Don Quijote, and making sure that classes are offered in Spanish, not English.An overwhelming majority of the respondents (approximately 75%) mention graduate school as part oftheir post-graduation plans. Fields that students plan to study in graduate school range from Spanish andMuseum Studies to law, medicine and pharmacy. Several students mention that they will be going toSpain to teach English, some of them as part of the Language and Culture Assistants programadministered by the Centro Español de Recursos in Los Angeles. Some students have jobs lined up,others are still looking. Jobs mentioned include working for a school district (no specific position isidentified), working for an event planning and tech company that does business in Latin America (again,21

no specific job function is stated), and working as an English Teaching Assistant for the French Ministryof Foreign Affairs in Paris.xi. Strengths and WeaknessesIn our collective view, the Department Majors and Minors continue to be strong and to attract excellentstudents. The number of students majoring and minoring in our Department has experienced an increase,despite the current adverse trend facing the Humanities. The recent College policy to standardize thenumber of upper division courses around forty five units (“Challenge 45”) and the Department’s revisionsto comply with this policy bring the course requirements for our majors more in line with other majors atUCLA, which should facilitate the recruitment of students into our majors.Most of our new majors were put into place during the academic year that has just concluded. TheDepartment Chair will be meeting with colleagues during the summer break to assess strengths andweaknesses of the required courses in the new Spanish major. The senior survey indicates that somestudents regret that certain courses—such as the Don Quijote class—are no longer required for the major.However, the substantial reduction of the faculty in the field of Golden Age literature makes it impossibleto offer such a course with sufficient frequency to make it a requirement for the major. We note,furthermore, that other students seem pleased with the greater flexibility offered by the new majors.Another frequent complaint is that the Department offers too many courses in English. While we takethis complaint seriously, we believe that it is overstated and possibly based on a misunderstanding of howour curriculum works. Large classes offered for General Education credit (such as Sp 44-Latin AmericanCulture) have to be taught in English in order to meet the requirements of the GE program. Moreover, theDepartment invariably offers discussion sections in Spanish as part of these courses. At the upperdivisionlevel, the Department occasionally offers a course in English in order to attract a wider range ofstudents. However, the vast majority of our classes are taught in Spanish. Finally, we would like toaddress the complaint that our majors are too “literature-based.” This is a complaint voiced by foreignlanguage majors all over the country; it results from a disconnect between the reasons for whichundergraduate students choose to major in a foreign language and the areas in which professors in thesefields receive their training. While the complaint needs to be taken seriously, it is not at all clear that theproblem is easy to remedy. Let us note, to begin with, that courses in the Department of Spanish andPortuguese are already highly interdisciplinary, with students being offered the opportunity to study filmand other arts, as well as take classes with a strong emphasis on history and politics. But when studentsask for courses, let’s say, on architecture or in the field of journalism, taught in Spanish by professors inthe Department of Spanish and Portuguese, they are in effect asking that our Department become amicrocosm of the university as a whole, with classes being offered in Spanish across the entire range ofthe curriculum. This would necessitate a drastic reconceptualization of the university as such. With ourtop administrators apparently eager to downgrade rather than strengthen the Department of Spanish andPortuguese, we are very far from being in a position to respond to student expectations with regard toclasses taught in Spanish.Although the undergraduate program has been affected by budgetary cuts, the department has takeneffective steps to provide undergraduate majors with the courses they need to graduate within theexpected time to degree. Some faculty deferred their sabbaticals, enrollment caps in some Spanishlanguage courses were slightly raised (by 10%) to accommodate for reduced sessions, more classes wereoffered in the Summer, and summer money was used to hire additional visiting faculty. With thesemeasures the Department has ensured the necessary availability of courses needed for students to graduateon time.The Department’s Summer Session programs are also very successful. Participation of the ladder facultyin these programs has been strong, which insures the quality of the courses. Second, since most of thecourses satisfy degree requirements, students have the opportunity to accelerate their academic progresstowards their degree. Third, the extensive language program offered in the Summer enables many22

students to fulfill their language requirements during the Summer, diminishing the impact on ourlanguage classes during the academic year when we have more difficulty in staffing the courses due tobudgetary cuts. Likewise, the Summer Travel-Study Programs organized by the Department inconjunction with the Office of International Education are very successful. These programs are directedby a UCLA faculty member to assure their academic integrity. Students also benefit from a directexposure to the language and culture of the countries they study, and from a concrete experience abroadwhich better prepares them for the increasingly globalized market place. Lastly, these programs have alsoprovided the Department with an extra source of revenues to shore up its academic programs, helpingattenuate the impact of the successive budgetary cuts experienced by the Department over the past severalyears.We believe our undergraduate program is strong and that its shortcomings are more than offset by itsaccomplishments. The most pressing issue faced by the undergraduate program is that the Department hashad a net loss of several FTEs for ladder faculty and of soft FTEs for lecturers and TAs. This has resultedin a significant reduction of course offerings in language classes (a reduction of 10 classes), and forcedthe adoption of contingency measures by the Department to shore up the program. We are cognizant ofthe current budgetary constraints, but it seems clear that unless some of these FTEs are restored soon wemay reach a critical point where the integrity of our programs will be compromised.D. THE GRADUATE PROGRAMI. OverviewOur current graduate program was approved in Fall 2002. Its aim was to offer our graduate students awell-rounded education in their area of specialization (the study of the literatures, languages, and culturesof the Spanish- and Portuguese-speaking world) and to prepare them for a career as professors at thecollege level. With that goal in mind, we stopped offering students the option of entering the programsolely to pursue a M.A. degree (although a student may earn a terminal M.A. degree), and divided theprogram into two phases. The purpose of the Preliminary phase is to offer our students a generalknowledge of their field of study, an understanding of the connections between different areas ofspecialization, and an understanding of the evolution of literary movements as part of a historicalcontinuum. In addition, the program exposes students to different theoretical and methodologicalapproaches to the study of literature and linguistics. At the end of the second year, students take thePreliminary Exams and the entire body of ladder faculty decides whether they receive a terminal MAdegree or are allowed to advance to the doctoral phase of the program. In the second phase, studentsnarrow their field of interest while they aim towards the writing of the dissertation. The goal of thesecond phase is to form scholars who can contribute to the academic community with creative andoriginal research in their field of specialization.The new program was evaluated very positively in the last eight-year review. One of the externalreviewers said in his report that “students have received these changes with acclaim” (JH, p. 5). Thereviewer himself was very much in favor of the new program, arguing that the “state of the professionmakes almost certain that most schools would need instructors who are proficient in different fields, bothin Peninsular and Latin American literature, and the new structure of the program increases in this waythe opportunities for employment” (JH, p. 5). Current graduate students also perceive these changes inpositive terms. In their answers to a Survey that was distributed in May 2011, a majority considered thattaking courses in different subfields and having Preliminary exams based on a reading list is good fortheir education (see summary of the survey’s results below; see Appendix E for all survey responses). Inthis regard, our Department belongs to a selective group of departments of S&P that have a similargraduate program. Of the twenty top-ranked departments in the 2010 NRC ranking, at least twelve haveMA exams based on a comprehensive reading list similar to our own.The Department offers graduate courses in the areas of Spanish and Spanish American literatures, whichhave been divided into seven groups that correspond to the seven main subfields of the preliminary phase:23

Medieval, Golden Age, 18th- and 19th-Century Peninsular literature, 20th-Century Peninsular literatureand film, Colonial and 19th-Century Spanish American literature, 20th-Century Spanish Americanliterature and film, and Chicano literature. The department also offers courses in Portuguese literatureand film, with a special emphasis on Brazil, as well as courses in Spanish and Portuguese linguistics. Oneof the main features of our program is the rich variety of approaches offered by our professors: from postcolonialand translation studies, to feminism, studies of the city, digital studies, film studies,sociolinguistics, and transformational-generative syntactical studies. This variety of approaches allowsstudents to be exposed to a rich variety of theories regarding literature and linguistics.In the latest NRC ranking, our graduate program placed between twelve and seventeen, depending on thecriteria being used. According to “UCLA College Report,” our Department is among a select group ofdepartments at UCLA “in which the highest ranking extends into the top 10.” The highest rankingmentioned in this report for the Department of Spanish and Portuguese is 8. In the category “StudentSupport and Outcomes,” the Graduate Division ranked us as the fifth best performing department atUCLA. Although there is general agreement that the recent rankings are difficult to assess, it is fair to saythat our ranking is similar to the one we had eight years ago, a ranking that has in fact not changed muchsince 1993. It is not a bad ranking, if we take into consideration the large number of S&P graduateprograms in the country, but it is not a position we ought to be satisfied with. Our goal is to regain a rankin the top-ten S&P graduate programs in the country, given the size of our department, the scholarlyprofile of the faculty, and our location in a city where Spanish is spoken by more than 40% of thepopulation. The Department is in a good position to reach that goal and in fact, we have strong indicatorsof improvements in several aspects of our program.II. Graduate Student SupportAt a time when the UC system has been severely affected by the recent economic downturn and theresulting budgetary uncertainty, our Department has been able to maintain a healthy budget that hasprovided generous support to enrich the scholarly life of our graduate students. The departmental budgetsupports graduate student travel to conferences, the organization of an annual, well-attended graduatestudent conference that invites prestigious keynote speakers, and through our generous departmentalTravel Grants (usually six to eight per year, with amounts ranging between $2,000 and $5,000) ourgraduate students are encouraged to conduct research outside the US. Additionally, the Departmentcontinues to financially support the publication of Mester, a journal that is considered one of the best ofits kind in the country and that is run entirely by our graduate students. Finally, in the last four years, theDepartment has established a Faculty Fellow Program that allows our recently graduated PhD students toteach courses in our Department in their field of specialization. The program usually benefits twograduate students who have just completed their dissertation and it offers support for an entire year. Ourgraduate students are not only supported financially, but also programmatically. For the last two years, wehave established a Mentoring program to help first- and second-year graduate students ease into thedemands and rewards of an academic life.III. Program PerformanceIn order to better evaluate the performance of our graduate program, we will compare it with otherprograms in the Humanities. (See Appendix C for Graduate Division Data on selectivity, enrollmentsuccess, median time to doctorate and 10-year completion rates).i. Number of applications, selectivity and enrollment successThis academic year (2010-2011) the Department’s recruitment effort produced a considerable increase inthe number of applications: from an average of 58 in the last 10 years, to 77 this year. This allowed usalso to increase the selectivity rate to 22%. Even though between 2002-2010 our selectivity rate has beenbelow the Humanities average (27% to 17%), the percentage of students who accept our offer isconsiderable higher than in Humanities as a whole (68% to 51%).24

Number of applications Admissions (Selectivity) Enrollment Success (2002-2010).Humanities: 1253 17.29% 51.1%S&P 58.3 27.24% 67.86%The Department thinks that our selectivity rate must be improved. One way of accomplishing this goalwould be to increase the number of applications. As this year’s pool shows, increasing the number ofapplications allows us to accept a similar number of students while improving our selectivity rate. If weare able to increase the number of applications in the future, we should be able to improve our selectivityrate to below 20%. Another option would be to reduce the number of students accepted into the program.While this option would also improve our selectivity rate, it may negatively affect our program for severalreasons: a) the administration perceives a problem when it sees a reduction in the number of graduatestudents: in the last Senate Review, one of the external reviewers commented that one of the “concerns”expressed to him by the administration was that the “enrollment has declined in the last decade: in majorsfrom 221 to 142 and in graduate students from 60 to 50” (JH, p. 1); b) fewer graduate students imply adecrease in enrollment in our graduate seminars, which the administration is not willing to support, orwould force us to reduce the number of graduate seminar offerings, which the faculty may not support.Additionally, if we consider that in the last six years, 88% of our graduate students have found jobs intheir field of specialization at college or university level, the number of Ph.D. graduates does not seem tobe a problem of our program.ii. Median Time to DoctorateFor the last ten years, our numbers have been slightly better than the overall numbers for the Humanities.Median Time to Doctorate in the Humanities stands at 7.63 years, while in the S&P department thatnumber stands at 7.49 years. Moreover, in the last six years the Department has significantly acceleratedthe Time to Doctorate especially by encouraging a grant-seeking culture among our students that hasallowed them to dedicate more time to research and writing. As a consequence, it is encouraging to seethat in the last four years we have seen a significant improvement in the Median Time to Doctorate froman average of 8.30 years to 6.29 years:00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10Humanities: 8.00 7.33 8.33 7.33 8.00 8.00 7.33 7.33 7.33 7.33S&P: 9.16 7.83 10.33 6.33 8.00 8.16 5.83 7.33 6.33 5.67iii. Completion ratesAccording to the most recent data provided by the Graduate Division, the 10-Year Completion Rates for1997-2000 Entry Cohorts is 55% for the entire Arts & Humanities division and 65% for the Departmentof Spanish & Portuguese. Our percentage is comparable to Comparative Literature (68%) and GermanicLanguage (67%), and considerably better than English (58%) and French & Francophone Studies (29%).iv. Fellowships and GrantsIn the last six years, our Department has carried out a sustained effort to improve this important area ofgraduate studies. Since Winter 2005, the Department has organized yearly workshops to inform studentsabout grants availability, encourage them to apply, and instruct them about how to write successfulproposals. To make grant information easily available, our departmental webpage now includes a list ofsome of the most important fellowships available, with a brief description, conditions and deadlines. Ourgoal is to increase the number of graduate students who receive fellowships and research travel grants sothat they can focus on their research and, consequently, advance their scholarly work and reduce thenumber of years in the program. Our effort has paid off: in the last six years we have seen a significantincrease in the number of fellowships and travel grants received by our students, specifically the GraduateResearch Mentorship and the Dissertation Year Fellowship. These two grants allow students to devote a25

whole year exclusively to research and writing. For 2006-2011 we almost doubled the number ofapplications and increased the success rate from an average 59.4% to 69.2% (see Appendix C). The mostrecent data provided by the Graduate Division correspond to the years 2007-10:Success RateGR Mentorship DYF SR Both combinedUCLA Graduate Division 55.33% 54.66% 54.99%Department S&P 75% 59.09% 67.04%Source: UCLA Graduate Divisionv. PlacementRegarding graduate student placement, the Department can claim an impressive success record thanks tovarious efforts undertaken to prepare our students to be competitive in the market and to find jobs in theprofession. For example, in the last three years, the Department has designated a professor to coordinatemock interviews for students entering a highly competitive state and national job market.Notwithstanding the competitive market and the reduction of job openings, the majority of our studentshave obtained jobs in their area of specialization, teaching languages and/or literature at the college oruniversity level. Indeed, of the 43 students graduating from our Department between Spring 2004 andSpring 2010, 38 (88.37%) found jobs in their field of specialization at the college level. Some of themreceived offers from research institutions such as Columbia University, Rice University, University ofIowa, University of Utah, and University of Hawaii. However, it is our belief that there is room forimprovement. Our goal is to place a higher percentage of students at research universities. However, wealso have to take into consideration that, for several reasons, a certain percentage of our students chooseto remain in California after graduation, even if that means significantly limiting their employmentoptions. (For a list of job placements, see Appendix D).vi. Student satisfactionIn April 2011 we asked graduate students to complete a survey in order to evaluate their level ofsatisfaction with the program. Of a total of 57 students, 32 (56.1%) completed the survey. On a scale of0 to 5 (0 being the lowest and 5 the highest), graduate students’ satisfaction with the program was 3.43 (or68.6%). Most students show satisfaction with our Department’s academic program, and think that weoffer adequate academic and professional development support. However, the overall score reflects a lowlevel of satisfaction. One area of dissatisfaction relates to the reading list, which we should considermodifying in the near future. Another area of significant dissatisfaction concerns the fields of Linguisticsand Portuguese. Of the 8 students who expressed dissatisfaction with the program, 5 are in those fields;specifically, they complain that there are too few Professors in those areas, a problem that the Departmentcannot solve without support from the administration for additional hires. Other areas with low levels ofsatisfaction are: a) administrative reasons, such as not being informed in due time regarding selection ofTAs for the Summer, or the granting of fellowships; b) complaints about lack of transparency in theselection of TAs for Summer Programs Abroad, and the selection criteria used for departmentalfellowships or support for extra-departmental fellowships; c) few course options in the Linguistics andPortuguese programs due to small number of faculty in these areas (of the four students giving a 2 gradeto our program, two are from Linguistics); d) even though most students view the Mentorship program asvery beneficial, they do not agree with the way it has been implemented; they believe mentors should beassigned taking into consideration students’ areas of interest; and e) some professors do not answer emailsand are not available for consultation.26

Below is a summary of the students’ responses (complete survey results are found in Appendix E):I. It is good that the Department asks new graduate students to take courses in many different areas(Medieval, Golden Age, etc):I agree-29 (90.6%) I partly agree-1 (3.1%) I disagree-2 (6.2%)II. Taking Preliminary Exams in all the required areas (based on a reading list) is important to completethe education of a graduate studentAgree-21 (65.6%) Partly agree-4 (12.5%) Disagree-7 (21.9%)III. The current reading list for the MA exams is well designed:Agree-9 (28.1%) Partly agree-2 (6.25) Disagree-14 (43.75%) N/A-7 (21.9)IV. UCLA’s Dept of S&P offers a well-rounded and balanced academic programAgree-21 (65.6%) Partly agree-3 (9.4%) Disagree-8 (25%)V. The Dept of S&P offers adequate academic and professional development support (such as support toattend conferences, to complete research projects, to compete for awards and fellowships, etc.):Agree-22 (68.75%) Partly agree-2 (6.25%) Disagree-8 (25.%)VI. Having a mentor (Mentorship program) is helpful for first- and second-year graduate students:Agree-22 (68.75%) Partly agree-2 (6.25) Disagree-6 (18.75%) N/A-2 (6.25)VII. On the following scale (0 being the lowest and 5 the highest) rate your level of satisfaction with ourgraduate program:Average out of 29 responses: 3.43 (3 students did not answer this question)Taking into consideration that a significant number of students’ complaints have to do with problems ofcommunication, the current Chair of the Department and the Director of Graduate Studies have decidedthat starting next academic year they will conduct quarterly meetings with the graduate students’representatives, in addition to the quarterly meetings already held by the Director of Graduate Studentswith all graduate students.IV. Response to the 2002-2003 ReviewWhat follows is a summary of actions taken by the Department as a result of recommendations made inthe last eight-year review (2002-3).1. In order to improve students’ placement in the job market, “an intensification in the preparationtowards the practical and theoretical needs of the candidates will go a long way to solve this problem.The students are aware of such need and have commented favorable in some of the already existingactivities in the department, such as professor Parodi’s ‘Group Study for Colonial Literature’ . . .Although these types of activities ideally should come from the students’ associations to be successful,encouragement from the faculty would go a long way to promote them. I have in mind to stronglysupport the attendance to professional conferences and the participation in them by reading scholarlypapers. To this aim the students should organize in the department periodic meetings in which papersshould be read” (JH, p. 5).Professor Parodi’s “Study Group for Colonial Literature” continues to be very active. The grouporganizes regular meetings, at least once a year, with presentations by the graduate students, followed bycomments and discussion. Additionally, the department supports “Motus Sodalis” a series of miniconferencesthat take place several times a year. This was a graduate students’ initiative which began in2004 and provides a semi-formal setting where graduate students can present their work and build a solidbase for future academic lectures. In their own words, “Motus Sodalis” tries to simulate an academic27

conference setting among colleagues, where “presenters are able to receive feedback from students andfaculty members, not only about their papers, but also on how they should present in a more appropriatelyacademic way. Additionally, participants become familiar with what colleagues are working on, whichstimulates an exchange of ideas among colleagues within the Department and across campus.” Also inthis regard, the department has been able to provide $500 travel funds per student per year to support thepresentation of papers at national and international conferences. A large group of students have takenadvantage of this opportunity.2. “Mock interviews before the attendance to the MLA conference have also proved to be useful. Finally Ithink that the development of term papers into publishable ones is one of the best practices by which wecan prepare the students for successful employment” (JH, p. 5).The Department has taken measures to fill this void. For details, see previous comments on “Placement.”Also, most professors encourage revision of final seminar papers with the goal of publication. In recentyears, our graduate students have published a considerable number of articles in academic journals andedited books. See the “Graduate News” section of the Department of Spanish and Portuguese annualNewsletter (http://www.humnet.ucla.edu/spanport/blog/1011/newsletter2010.pdf). The Departmentcontinues to support the publication of Mester as well. As one of the best graduate students’ academicjournals in the country, Mester offers our students opportunities to create fruitful contacts with fellowgraduate students and professors that can be very useful for professional development in the future.3. Students expressed dissatisfaction with the “burden imposed on them by their teaching duties that leftvery little time for class work and less still for research” (JH, p. 5).See above comments on “Grants”: we have been very successful in developing a culture of grants thatallows them to devote more time to research and writing.4. “The conflict between teaching and research is apparent also and it may be a contributing factor to thenational ranking of the Department. In my oral presentation to the Academic Senate I suggested to lowerthe number of graduate admissions and to improve their research conditions, less teaching and more timeto do research” (WM, p. 5).The first recommendation conflicts with the “concern” expressed by the administration in our previousSenate review about the declining number of graduate students in the department from 60 to 50, as JavierHerrero writes in his report (p. 1). If numbers are important for the administration, it would be unwise toreduce the number of admissions. Besides, it is not clear how we could improve the research conditionsof our students by reducing their number, since there are limited resources and most of our graduatestudents finance their studies working as TAs. In any case, we have managed to improve the researchconditions of our graduate students by increasing the number of grants they are awarded every year andaccelerating the median time to degree.5. “Lack of distinctiveness, combined with poor working conditions for the graduate students, explainsthe lower rank of the Department by the National Research Council and the fact that graduate studentsfrom Spanish and Portuguese seem to be less competitive at the national level. . . I am persuaded that thedefinition of an intellectual profile for the department will not only be beneficial for the graduate but alsofor the undergraduate program as well” (WM, ps. 5-6).A majority of professors in the Department do not necessarily agree with this statement. On the contrary,we believe that the diversity of approaches is one of the strengths of the Department. Besides, there is noclear relation between having a distinct profile and doing better in the national rankings, as can be seen inthe last NRC ranking.6. “Last but not least, I will recommend a substantial revision of the Preliminary Reading List. Severalresearch universities have abandoned this type of list many years ago (Michigan in the early 90s; Dukeshortly after)” (WM, p. 6).28

Professor Mignolo’s recommendation can be interpreted in two different ways. If the problem comesfrom including a majority of canonical texts in the reading list, as Mignolo suggests in another section ofhis report, it is not clear that a list like ours hurts our national standing or the education of our students.Most universities ranked at the top twenty have similar lists for the MA exams. However, some of theobjections made by Professor Mignolo coincide with deficiencies identified by the Department’s graduatestudents in our recent survey. In fact, the reading list is the only major source of dissatisfaction that theyexpress with our academic program. This is a factor we will have to take into consideration whendiscussing necessary improvements after this Senate Review. Last year, the Graduate Affairs Committeeproposed a thorough revision of the Preliminary Phase, including an elimination of the MA exam.However, the proposal encountered strong opposition from a significant number of faculty members andthe Department Chair decided to postpone the debate until this Senate review was completed.29

APPENDIX ACOUNSELOR’S REPORTON THE UNDERGRADUATE PROGRAM(Prepared by Matthew Swanson)As of Spring 2011, we have 181 students in our five majors and 225 students in our four minors.Our lower division language programs, from Spanish 1 to Spanish 27, enrolled an average ofapproximately 2000 students per year over the last eight years; other GE courses enroll anywhere from 20to 180 students. The number of students in our majors has increased from a total of 161 at the time of thelast self-review in 2002, and the number of students in our minor has increased from a total of 200 in2002. One possible explanation for the increase in the number of majors is the addition of the Spanish andCommunity and Culture major in 2007, which experienced a rapid increase in numbers within one year ofits inception—since 2008, there has been an average of 27 students in this major. Similarly, the increasein the number of students in our minors can possibly be attributed to the addition of the Mexican StudiesMinor in Fall 2005, which has averaged about 10 students since 2006. As with our last self-review, thenumber of students in our minors exceeds the number of students in our majors.Breakdown of students in majors and minors:MajorsMinorsSpanish: 118 Spanish: 199Spanish and Linguistics: 19 Spanish and Linguistics: 8Spanish and Community and Culture: 35 Mexican Studies: 13Spanish and Portuguese: 8 Portuguese: 4Portuguese: 1CURRICULAR CHANGESSome of the biggest changes to the department since the last self-review have occurred at thecurricular level. As part of the University’s Challenge 45 initiative requesting departments to reduce thenumber of required courses for their majors to help students graduate in a timely manner, all of the majorsin the department have undergone or are in the process of undergoing revisions to requirements and classofferings. Changes to the Spanish major were made effective Fall 2010; changes to the Spanish andCommunity and Culture major, the Spanish and Linguistics major, the Spanish minor, the Spanish andLinguistics minor, and the Mexican Studies minor were made effective Winter 2011. Changes to theSpanish and Portuguese major, the Portuguese major, and the Portuguese minor are currently underreview will hopefully be approved and put into effect Fall 2011. In addition, many of the course offeringsfrom both the Spanish and the Portuguese department have been changed, with certain classes beingdiscontinued and new ones being created. The resulting changes to courses are as follows:Spanish Area:First, Spanish 105 (Spanish Composition) has been discontinued and students now move directlyfrom Spanish 25, originally a prerequisite to Spanish 105, to upper division Spanish classes. These twocourses were determined to be redundant since they were in effect, two parts of the same course.Additionally, students would often forego Spanish 105 until their last quarter which resulted in two30

observed consequences: these students weren’t as well prepared for writing in their upper division coursesand they would then resent the introductory nature of 105 when it was the final course they took as aSpanish major. By combining the two into a revised Spanish 25 course and making it an enforcedrequisite to our upper division classes, the department reduced the amount of required courses andensured that all students would have to take this class before moving on to upper division classes.Second, the department decided that students in the Spanish major should not be required to takeSpanish 100A, Phonology and Morphology, or 100B, Syntax. The Spanish and Linguistics major and theSpanish and Community and Culture major still require these linguistics courses while Spanish majorsstill have the option to take these courses as electives. In general, the Spanish major has been made moreflexible by increasing the number of electives to eight while still keeping the total number of upperdivision classes at 11.Third, in response to difficulties with the Spanish 119ABC and 120ABC sequences, thedepartment decided to consolidate the material from these sequences into one course each: Spanish 119,Structure of the Literary Work, and Spanish 120, History of Literature. One of the major difficulties withoffering two upper division sequences was that certain courses proved difficult to staff, which meant thatsome were not offered consistently. This created a bottleneck for our students and slowed time to degree.Also, the lack of consistent offering of some of these courses resulted in students taking the courses out ofsequence, thereby reducing their usefulness as a basis for advanced course work in the field. Finally, theold model proved unpopular with students and questionable from a disciplinary perspective. The newSpanish 119 and 120 courses, which are offered more consistently, allow students more flexibility insatisfying advanced level requirements according to their own interests.Finally, the department created new catalog courses while discontinuing old elective courses. Theold list of upper division electives was very long and included many courses that were rarely taught; intheir place, the department created about nine variable topics courses that better reflect the currentinterests of our faculty and the needs of our students. By nature of being variable topics courses, they arealso flexible enough for future faculty to adopt and use to teach subjects in which they specialize.Portuguese Area:These are a list of the major changes to the Spanish department that affect all majors and minorsin Spanish, but there are also corresponding curricular changes that have been proposed for thePortuguese department, which are listed below:First, the department decided to establish more formal intermediate lower division languageclasses by renumbering Portuguese 105, Advanced Composition and Style, as Portuguese 27, andPortuguese 103, Language and Popular Culture, as Portuguese 26. Portuguese 27 would be the requiredcourse for majors while Portuguese 25, a course we have not offered for some time, and Portuguese 26will be offered as well for students who don’t necessarily want to major in Portuguese but want morepractice with the language. Portuguese 25 is intended to be a “professional Portuguese” course andPortuguese 26 is intended to be a class more focused on listening and conversational Portuguese.Although these courses are not required for the major or minor, they should increase the number ofstudents we have enrolled in Portuguese classes.Second, the department reduced the required linguistics courses to one: either Portuguese 100A or100B. The new major still would require one of the two, and would still require a literature core ofPortuguese 130A and 130B, which are being renamed as “Introduction to Literature in Portuguese.” Thischange is intended to reflect an expanded scope of study—Lusophone literature in Brazil AND inPortugal and Lusophone Africa.As with the Spanish major, the Portuguese major will be made more flexible and mainly comprised ofPortuguese electives.Finally, the department will be creating a total of ten new catalog courses on Luso-Brazilian Filmand Media (141A, B, and C), Luso-Brazilian Culture and Society (142A, B, and C), and Luso-BrazilianLiterature (143A, B, C, and D). The 141 courses and 142 courses will be taught in English in order to31

entice students with no background in Portuguese but are interested in learning more about the Lusophoneworld. Students in the major or minor who take these courses would be required to take a one-unitPortuguese adjunct course that will develop speaking and writing skills acquired from the lower divisionlanguage classes. The department hopes that these new courses will attract more students to thePortuguese major, which has the fewest number of students in any of our majors.PREPARATION FOR THE MAJORSThe BA in Spanish, Spanish and Community and Culture, and Spanish and Linguistics requirepreparation in language through Spanish 25 (or 27, the heritage speakers equivalent course), and twoadditional lower division courses. For the Spanish major and the Spanish and Community and Culturemajor, the other preparation courses are Spanish 42 (Iberian Culture) and Spanish 44 (Latin AmericanCulture). The Spanish and Linguistics major requires one of either 42 or 44, and eitherSpanish/Portuguese M35 (Spanish, Portuguese, and the Nature of Language) or Linguistics 20(Introduction to Linguistics). The Spanish and Linguistics major has dropped the second foreign languagerequirement from the preparation for its major.The BA in Spanish and Portuguese (combined major) will be going through some changes, butthis will not go into effect until the next academic year. The major will require Portuguese 27, formerly105, and Spanish 25. In addition, it requires Portuguese 46 (Brazilian Culture and Civilization) and one ofeither Spanish 42 or 44.The BA in Portuguese will require two preparation classes: Portuguese 27, formerly 105, andPortuguese 46. The concentration in Portuguese and Linguistics will no longer be offered.THE MAJORSSpanishThe major is divided into a literature core, electives, and a capstone seminar. Spanish 119 and120 comprise the literature core that all Spanish majors must take. 119 (Structure of the Literary Work)introduces students to methods of analyzing literary work in Spanish, Spanish-American, andChicana/Chicano Literature. This course gives special attention to the four main literary genres: poetry,narrative, drama, and essay. 120 (History of Literature) introduces students to different ways of looking atliterary works as historical phenomena, paying special attention to traditional concepts of literary history.The bulk of the major is comprised of eight elective courses, which gives students freedom tostudy a wide array of topics, such as linguistics, Spanish literature, Spanish-American literature, Chicanoliterature, literature and film, etc. The list of topics is compounded by the fact that most of our upperdivision courses are variable topics course and could cover different subjects in different quarters.The last required class for the major is the capstone seminar, Spanish 191A, which is to be takenduring a student’s final year at UCLA. The intention of the capstone seminar is for it to be theculmination of a student’s education in the Spanish major and to give the student the opportunity todemonstrate mastery over skills they will have developed in their prior major classes, such as criticalthinking, writing skills, and language fluency.32

Copied below is a table to outline the changes the major has undergone for Challenge 45. 1Major (before Fall 2010)13 Upper Division CoursesSpanish 100A or 100BSpanish 105 or 107Spanish 119A or 119B,Spanish 120A, 120B, 120C, 127Six upper division Spanish elective coursesin literature, culture, or linguistics.Current Major (as of Fall 2010)11 Upper Division CoursesSpanish 119—Structure of the Literary WorkSpanish 120—History of LiteratureEight upper division Spanish elective coursesin literature, culture, linguistics, media, orinterdisciplinary studiesSpanish 191A—Capstone SeminarSpanish and Community and CultureSpanish and Community and Culture is divided into five cores: Language and Linguistics,Community-Based Learning, Hispanic Literature, Electives, and Interdisciplinary Studies. In theLanguage and Linguistics Core, students are required to take either Spanish 100A (Phonology andMorphology) or 100B (Syntax) for a Linguistic foundation in Spanish.The Community-Based Learning Core functions as the main distinguishing feature of this major.Students are required to take two service learning classes from Chicano 100SL (Barrio Service Learning),Spanish/Applied Linguistics M165SL (Taking it to the Streets: Spanish in the Community), andSpanish/Applied Linguistics M172SL (Latinos, Linguistics, and Literacy). These courses allow studentsto go into Spanish-speaking communities in Los Angeles and use cultural and linguistic knowledgeacquired in Spanish classes in real-world settings.The electives core requires students to take four Spanish upper division electives in literature orlinguistics.For their interdisciplinary studies courses, students must take two courses from an approved listof Chicano studies courses on topics ranging from health in Chicano populations, to immigration, to theWomen’s Movement in Latin America. These courses are intended to supplement students’ experienceswithin the community for their service learning classes.Previous Major (before Winter 2011)13 Upper Division CoursesSpanish 100A or 100BSpanish 105 or 107Two from Chicana/o 100SL, Spanish M164SL,Spanish M165SL, Spanish M172SL, Spanish195Current Major (as of Winter 2011)10 Upper Division CoursesSpanish 100A or 100BSpanish 120A, 120B Spanish 119 or 120Three from Spanish 109, 120C, 140, 142, 143,144A, 144B, 144C, M145A, M145B, M146,147, 151A, 151BTwo from Chicana/o 100SL, Spanish M165SL,Spanish M172SLFour from Spanish 130, 135, 140, 150, 155, 160,170, 175, 1951 Note: A corresponding table will be provided for each major and minor that follows.33

Two units of 187A, 187B, 189HC, or 199Two from Chicana and Chicano Studies 100SL,M106, 119, 120, M121, M122, 131, M144, 149,181, Sociology M155One additional upper division Spanish courseTwo from Chicana and Chicano Studies 100SL,M106, 119, 120, M121, M122, 131, M144, 149,181, Sociology M155Spanish and LinguisticsThe Spanish and Linguistics major is divided into three main areas: courses in Spanishlinguistics, courses in the Linguistics department, and electives.Students are required to take both Spanish 100A and 100B for their courses in Spanish linguistics.In the Linguistics department, students are required to take Linguistics 103 (Introduction toGeneral Phonetics), 120A (Phonology I), 120B (Syntax I), and a choice from among 165A (PhonologyII), 165B (Syntax II), or 160 (Field Methods). These courses provide students with a deeper knowledge oflinguistics theories that are relevant to their study in Spanish linguistics.For their electives, students in this major are required to take two upper division electives inSpanish and two upper division electives in Spanish linguistics topics.Previous Major (before Winter 2011)10 Upper Division CoursesCurrent Major (as of Winter 2011)10 Upper Division CoursesSpanish 100ASpanish 100ASpanish 100BSpanish 100BSpanish 105Linguistics 103 Linguistics 103Linguistics 120ALinguistics 120ALinguistics 120BLinguistics 160, 165A, or 165BThree upper division Spanish electives, two ofwhich must be from Spanish 109, 115, M118A,or M118BLinguistics 120BLinguistics 160, 165A, or 165BFour upper division Spanish electives, two ofwhich must be Spanish 160 (Topics in SpanishLinguistics)Spanish and PortugueseThis combined major is comprised of three sections: language and linguistics, the literature core,and electives. For language and linguistics, students must take two courses from Spanish 100A or 100Band Portuguese 100A (Phonology and Morphology) or 100B (Syntax). To ensure that students arereceiving a balanced degree, one course in this core must be done in Spanish and one in Portuguese.For the literature core, students again must take an equal number of Portuguese and Spanishcourses. Namely, they must take Spanish 119, 120, Portuguese 130A, and 130B. Portuguese 130A and130B are titled “Introduction to Literature in Portuguese” and will give students a foundation in literaturefrom Brazil, Portugal, and Lusophone Africa.Finally, students need to take five upper division electives, two of which must be in Spanish andtwo in Portuguese. The remaining elective may be taken in whichever language the student would like.34

Current Major (before Fall 2011)14 Upper Division CoursesPortuguese 100A, 100BPortuguese 105 and Spanish 105Two courses from Spanish 119A, 119B, orfrom 120A, 120B, or 120CTwo courses from Portuguese 120A, 120B orfrom 130A, 130BThree upper division Spanish electivesProposed Major (after Fall 2011)11 Upper Division CoursesSpanish 100A or 100BPortuguese 100A or 100BSpanish 119 and 120Portuguese 130A and 130BTwo upper division electives in SpanishThree upper division Portuguese electivesnumbered C124 and above.Two upper division electives in PortugueseOne upper division elective in either Spanish orPortuguesePortugueseThe Portuguese major is similarly divided into language and linguistics, the literature core, andelectives. Students are required to take one Portuguese linguistics course from either 100A or 100B forthe language and linguistics core. In literature, students take both 130A and 130B.For their electives, students take seven courses from the Portuguese department, but they areallowed to take two courses in areas outside the department that complement the major program and areapproved by the undergraduate advisor. At least five of the seven electives must be taken in Portuguese toget credit for the major.Current Major (before Fall 2011)13 Upper Division CoursesPortuguese 100A, 100B, 105Portuguese 120A and 120B, or 130A and130BEight elective Portuguese coursesProposed Major (Fall 2011)10 Upper Division CoursesPortuguese 100A or 100BPortuguese 130A and 130BSeven elective courses from Portuguese 100A to199 with a minimum of 45 units. A maximum oftwo classes may be taken in English.PREPARATION FOR THE MINORSThe minors in Spanish, Spanish and Linguistics, and Mexican Studies each require preparation inlanguage through Spanish 25 (or 27) and one additional lower division course. For the Spanish minor,students choose either Spanish 42 or 44. For the Spanish and Linguistics minor, students take eitherSpanish M35 or Linguistics 20. For the Mexican Studies minor, students take one class from eitherSpanish 44, History 8A (Colonial Latin America), 8B (Political Economy of Latin AmericanUnderdevelopment), or 8C (Latin American Social History).The minor in Portuguese will require preparation in language through Portuguese 27 andPortuguese 46.35

THE MINORSSpanishThe minor in Spanish requires five upper division courses. One of these must be from Spanish119 or 120 and the other four are Spanish electives. Only one four-unit 199 courses may be selected andno more than two courses in the minor can count toward any major. 2Previous Minor (before Winter 2011)6 Upper Division CoursesCurrent Minor (as of Winter 2011)5 Upper Division CoursesOne from Spanish 119A-120C Spanish 119 or 120Three from Spanish 119A-199Four upper division electives in SpanishTwo from Spanish 100A-199Spanish and LinguisticsThe minor in Spanish and Linguistics requires five upper division courses: Spanish 100A, 100B,two upper division electives in Spanish linguistics (Spanish 160: Topics in Spanish Linguistics), and oneother upper division elective in the Spanish department.Previous Minor (before Winter 2011)6 Upper Division coursesSpanish 100ASpanish 100BThree upper division Spanish Linguisticscourses from 107, 109, 115, M118A, M118BOne additional upper division Spanish courseCurrent Minor (as of Winter 2011)5 Upper Division CoursesSpanish 100ASpanish 100BThree upper division Spanish course, two ofwhich must be Spanish 160 (Topics in SpanishLinguistics)Mexican StudiesThe minor in Mexican Studies requires three upper division courses on Mexican Literature andCulture from Spanish 135 to 175. To count for the minor, the topic for these variable topics courses has tobe related to Mexico and must be chosen in consultation with the undergraduate advisor.Apart from these three courses on Mexican literature and culture, students in the minor arerequired to take two other electives from outside the Spanish department. These courses will relate toeither Mexican history and culture or Mexican-American history and culture and are intended tosupplement the Mexican literature courses for the minor.2 This restriction on course overlaps applies to all minors in the department.36

Previous Minor (before Winter 2011)5 Upper Division CoursesSpanish 144A, 144B, 144CTwo from Anthropology 114P, 114Q,M172V, Chicana and Chicano Studies M102,M108A, 120, 125, 132, 142, M172V, 184,Ethnomusicology M108A, Geography 181,History 157B, 160B, Spanish 109, 137, 139,M145A, M145B, M146.Current Minor (as of Winter 2011)5 Upper Division CoursesThree courses on Mexican Literature andCulture from Spanish 135-175, chosen inconsultation with the Undergraduate AdviserTwo from Anthropology 114P, 114Q, M172V,Chicana and Chicano Studies M102, M108A,120, 125, 132, 142, M172V, 184,Ethnomusicology M108A, Geography 181,History 157B, 160BPortugueseThe minor in Portuguese requires five upper division courses, all of which are electives selectedfrom Portuguese 100A to 199. As with the Portuguese major, two of these electives may be taught inEnglish, which means that students can take two classes in related fields outside the department minorcredit. The rest must be taught in Portuguese.Current Minor (before Fall 2011)6 Upper Division CoursesProposed Minor (Fall 2011)5 Upper Division CoursesPortuguese 105 (Now renumbered as Portuguese 27)Five upper division elective coursesselected from 100A through 199.Five upper division elective courses selected from100A through 199, three of which must be taughtin Portuguese or have a Portuguese adjunct course.SPECIAL INTEREST COURSES AND PROGRAMSIndividual Studies Courses (199) and Special Topics Courses (197)Student and faculty interests are addressed by individual studies courses and special topicscourses, respectively. Individual studies courses are initiated by the student and are available as facultyare willing to offer. Depending on the program, these courses may be used for major or minor credit.Special Topics, on the other hand, are generally initiated by faculty members either because of aparticular research interest, interest expressed by students in a particular area, or a combination of thetwo.Departmental HonorsDepartmental Honors is open to Spanish majors who have completed eight upper division courseswith at least a 3.5 grade-point average. Eligibility is verified by the undergraduate counselor.37

The requirements are two honors projects and an honors thesis. To graduate with departmentalhonors, students must first complete an honors project in each of two of their upper division Spanishelective courses. The honors project is a 12- to 15-page term paper on a special topic, selected inconsultation with the instructor, to be completed in addition to the normal course requirements. On thebasis of their coursework and their own special interests, students then consult a faculty member in thatfield and formulate a research project which they pursue under the faculty member’s guidance throughSpanish 198. Students research and write an honors thesis (not to be confused with an honors project) ofapproximately 25 pages on the selected topic. Approval of the honors thesis is the final requirement fordepartmental honors.Service Learning CoursesThe department now offers two service learning classes that are associated with the Spanish andCommunity and Culture major: Spanish/Applied Linguistics M165SL (Taking it to the Street: Spanish inthe Community) and Spanish/Applied Linguistics M172SL (Latinos, Linguistics, and Literacy). Otheropportunities for service learning are Spanish 187A and 187B, Advanced Tutorials in Community andCulture, and Spanish 195, Community Internships in Spanish. Spanish M165SL and M172SL typicallyenroll about 12-16 students each, while 187A, 187B, and 195 are done on a more individual basis.Because the service learning classes are so small, it gives students more opportunity to meet with facultyone-on-one and discuss the project they will be working on.Spanish M172SL focuses specifically on working with adult literacy programs, but the otherservice learning classes do not have a specific area that they are linked to. This provides students with theleeway to use their Spanish in fields ranging from medicine and health to primary school education inLatino communities.Our department has found these service learning classes to be successful and popular becausemany students would like to get a chance to use their knowledge of Spanish language and culture outsidethe classroom and outside the context of literature. Even students not in the Spanish and Community andCulture major try to get a spot in these classes, such as our students who major in one of the Life Sciencesand minor in Spanish and would like to practice medicine in Southern California.Travel StudyThe summer Travel Study Programs that we coordinate with UCLA Summer Sessions have beena mainstay of our department for years, and we have responded to perceived needs in recent years.Previously there was a lack of advanced level material in our Latin American programs, but the programin Merida, Mexico now has an advanced level curriculum in addition to its beginning and intermediatetracks. Additionally, we have added a program in Barcelona this year to bring us back up to fourprograms like we used to have before the discontinuation of the Costa Rica program.All four of the programs—Barcelona, Granada, Merida, and Salvador Bahia, Brazil—offeradvanced level courses. The programs in Granada and Salvador Bahia offer courses at all three levels:beginning, intermediate and advanced; Merida offers intermediate and advanced and Barcelona onlyoffers advanced level courses.With the return to four programs, we have enrolled 163 students, our highest number of studentssince Summer 2007. In all, we have averaged 164 students in our Travel Study Programs over the last 6years.38

RECRUITMENTThough recruitment is most often limited to the campus, it has branched out to different localcommunity colleges through information and recruitment fairs organized by the colleges themselves.Since a large percentage of students at these schools are of Latino heritage, these fairs are an importantpart of our recruitment process. Additionally, attending these fairs helps to strengthen ties with thecommunity colleges and helps the department maintain a high profile in the local community colleges,which could only help increase our number of transfer applicants.Our department also hopes to use our website as a means of attracting more students to join ourmajors or minors. In its current format, the undergraduate section of the website lists major and minorrequirements, general information about how to declare one of our majors or minors, and someinformation on the Departmental Honors Program, but we are currently working on an updated version ofthe website. Ideally, this will have more information for prospective students, such as a more in-depthdescription of what our majors study as well as some information on what a student can do with ahumanities major like Spanish.In order to ascertain the perspective of our students, one measure that the department hasundertaken is to give graduating seniors a survey during their last quarter. The survey determines suchthings as why they started studying Spanish at UCLA, their opinion of the department, and anysuggestions they might have for the future of the department. This survey will prove most useful inhelping the department address student concerns and make the department as appealing as possible forprospective students.Another major focus for the department going forward will be to increase the number of studentsin the Portuguese major. Our statistics show that we have always only had a handful of students in themajor at one time. By making changes to the Portuguese major and Portuguese courses, we aim to attractmore students. We are making a large portion of our upper division classes now taught in English so thatany UCLA student cant take them; these can even act as a sort of gateway into our minor or major. Werealize that first-year students aren’t really taking upper division courses, so we have also discussedincreasing the size of Portuguese 46, which is a GE, to allow more first-years to take it and gain exposureto our field of study.An avenue that we haven’t explored in great depth would be a personal approach to ourprospective undergraduates. One idea would be to at least send out welcome letters from the Chair to ouradmitted students to help them feel that they part of a vibrant, welcoming department rather than a large,impersonal one. There are many possible approaches to making prospective students feel comfortable andexcited about being in our major that could be viable for our department.RECOMMENDATIONSThe following recommendations come from the perspective of the undergraduate advisor and assuch, these recommendations are informed by a background and training in student affairs. It isunderstood that, due to budgetary and procedural considerations, the implementation of theserecommendations may be difficult or not possible at the present moment.Departmental HonorsIn its current format, the Spanish departmental honors program is cumbersome and unpopularwith our undergraduates. We have had very few students in the past eight years complete the program.This is not due to a lack of talented, capable students; on the contrary, we have many students with a GPAhigher than the minimum requirement. The rigidity of the program and the lack of familiarity are thefactors hindering it.39

By requiring students to do two honors Spanish projects and a Spanish 198 seminar, somestudents may be intimidated by the three honors projects and forego that path when they would be able tocomplete it if the requirements were different. Other departments only require students to do one Honorscourse and have a minimum GPA. For example, Linguistics only requires a minimum GPA in their lasttwo years and a grade of A in a Linguistics Honor Seminar or individual studies course.Oftentimes, a lack of time is what prevents students from completing the requirements, not a lackof initiative. By the time some students find out about the departmental honors program, there’s little timeto take two upper divisions for honor credits and take Spanish 198.Additionally, the current requirements preclude Portuguese majors and make it difficult forSpanish and Linguistics majors. Since it is stated that the honors projects must be done for Spanish upperdivision courses, our Spanish and Linguistics majors, who take fewer classes in the department, havefewer opportunities to do honors projects in Spanish. Portuguese majors are entirely shut out since theytake no classes in Spanish. The department should consider making these requirements more flexible andeasier to follow, perhaps by only requiring an A in one individual studies honors project in Spanish orPortuguese. To preserve the integrity and rigor of the departmental honors designation, the departmentcould offset the loss of the two honors projects by increasing the minimum required GPA.Summer Session ClassesApart from our Travel Study Programs, the department offers only a handful of upper divisionelectives in the summer, which has received numerous complaints from our undergraduate population.This summer, apart from 100A and 100B, the two Spanish linguistics courses, and 191A, the capstoneseminar, there is only one upper division elective offered. Summer session courses are self-supporting andif we were to offer more upper division courses, they would certainly reach capacity. So if the departmentwere to offer one or two more upper division electives per summer, we would service more of our ownstudents and help ourselves as well.Though offering few summer classes at UCLA could be an effective method for encouragingstudents to sign up for the Travel Study programs, this is not always a feasible option for some students,whether because of finances or other commitments that would not allow them to leave the country. Sincemany of our students want to study abroad anyways, the travel study programs would still be very populareven if the department offered a couple more upper division classes over the summer.CONCLUSIONSSince the last 8-year review, the department has undergone many changes to keep itself abreast ofthe changing environment of UCLA academics. Spanish and Portuguese has adapted to the constrictionscaused by the budget by reducing the size of our majors in accordance with Challenge 45 andstreamlining our majors to facilitate our students’ time to degree. In response to the loss of some facultymembers to retirement, we have created more variable topics courses to allow for greater flexibility thatour old classes did not afford and to continue to provide our students with new subjects. And ourdepartment has made other necessary adjustments in response to perceived undergraduate needs, such asthe decision to offer each Spanish 42 and 44 twice a year. It is hoped that our efforts will reap benefitslater with increased enrollment in our majors and minors. This is not to say that our department isstruggling to maintain students. Through our efforts we have managed to maintain a robust, dynamicdepartment comprised of talented undergraduates in the face of diminished resources.The key to continued growth for our department will be to honestly evaluate our current statusand keep a balanced perspective so that we may set reasonable short-term goals that will build up toambitious long-term goals. We are committed to being at the vanguard of humanities departments oncampus, to serving this campus and the surrounding Los Angeles community, and to perpetually fosteringthe best possible education for our undergraduates. Considering the caliber of this university, our faculty,40

our graduate students, and our undergraduate students, there is cause to be optimistic that we can build onour successes and attain new heights by the next 8-year review.41

S&P SENIOR SURVEY RESULTS 2011A. What originally interested you in studying Spanish/Portuguese?Answered question 39Skipped question 31. My middle school Spanish teacher inspired me. He had such a passion for teaching Spanish that washighly infectious. Ever since middle school, I always knew that I wanted to at least complete a minor inSpanish, but I loved it so much at UCLA that I decided to complete it as a second major.2. Speaking the language3. I love learning different languages!4. I wanted to be able to speak Spanish fluently.5. Since high school I have always loved the Spanish language and the cultures that encompass it so Iwanted to continue with it in my studies as a college student.6. My own culture.7. I was interested in learning more about the la.nguage. I wanted to become a better writer.8. One of my double majors was Spanish & Community & Culture and what intrigued me the most wasthat it incorporates the Spanish language, culture, and traditions of the communities here in the LAarea, but all over the world as well. I was originally interested in improving my Spanish on a professionallevel, yet learning about the culture and community involvement at the same time.9. The love of the language initially interested me in studying Spanish. That interest for the languagegrew to an appreciation of the various Spanish speaking cultures that I learned about throughout myyears at UCLA along with the various literature and film that has been produced in each one.10. I am hispanic11. I want to be able to speak fluent spanish, and I love literature12. The way the language is spoken. I never felt a very strong connection when speaking or writing inEnglish and although it's been quite a struggle to write in Spanish, I enjoy it much more.13. I chose to study Spanish because I absolutely love the language, the culture, and it is so invaluableto be able to speak and understand Spanish especially living in Southern California.14. Spanish is one of my first languages, and I was always interested in reading more stories by Spanishauthors I liked.15. Originally, I was interested in studying Spanish because my father is of Mexican heritage, butSpanish was never allowed in our home. Somewhere along the way I fell in love with the Portugueselanguage as a result of a fantastic Instructor I had for 1026 and, subsequently, the courses I had withProfessor Passos.16. I love Spanish literature and studying abroad in Spain rnotivated me to study Spanish. I alsopursued the Portuguese minor, out of mere interest for the language, but I have grown to love it andlearn about Brazilian culture.17. Although I already spoke Spanish, I wanted to strengthen it and to also learn more about theculture.18. I was originally interested for spanish literature classes such as Don Quijote but they take out of thelist.19. I studied it in high school and enjoyed the fact that I had so many opportunities to practice it livingin California.20. My high school AP Spanish teacher, and a quarter abroad in Spain.21. I have always been interested in helping out the Iatino community and my ability to communicate inSpanish has been a factor in choosing Spanish as my major.22. I love the language and culture, so I minored in it.23. Latin American Literature24. to perfect my bilingual skills (written and spoken)25. I originally was interested in studying Spanish was that it was involve with my other major LatinAmerican Studies.42

26. I have a love for language and writing. I was originally a Spanish major, and I actually tookPortuguese on a whim. I ended up loving it enough to add the focus to my major and study abroad inBrazil.27. My own culture28. I figured the best way to become bilingual would be to completely immerse myself in the language.29. It is an interesting language30. Living in California, Spanish is a very useful language to know. Also, I'm part Spanish, so it was niceto learn a little more about my heritage.31. Desire for Spanish maintenance32. studying Spanish interesed me because in this country we should be bilingual if you want tosucceed, I am planning to be a professor in a high school or college.33. For me literature is the main point to study Spanish34. In my second year in college I was still an undeclared major and the Spanish major was not one ofmy initial options. Then I took Spanish M44 as a G.E. with Profesora Marchant. From that moment I felta great interest in Latin American history and the Spanish major. I decided to enroll in Spanish 27 withJasmina Arsova the next quarter and that interest became a passion not only history and sociology, butfor Spanish literature in general; I was introduced to the works of Rosario Castellanos, Celestina Storni,Federico Garcia Lorca, etc. and felt that there was a very important aspect of my identity as a LatinAmerica Spanish speaker that was completely unexplored, so I decided to declare the major in Spanish.The later courses in poetry and prose with Michelle Clayton and Jorge Marturano respectively, reassuredmy passion in Spanish Literature.35. I began taking classes in Spanish to fulfill the Language requirement at UCLA. In fact I took SpanishI and II (and III) at the Jr. college level. I enrolled in IV to ensure that I received credit I had awonderful TA (Ingrid) who made me love the language and the department so much that I eventuallyjust added it as a minor. It was one of my best decisions at UCLA and I am so happy.36. I took Spanish literature during high school and I've always had a passion for Spanish-Americanliterature and poetry; hence I decided to pursue a Spanish BA to expand my knowledge.37. I took Spanish literature during high school and I've always had a passion for Spanish-Americanliterature and poetry; hence I decided to pursue a Spanish BA to expand my knowledge.38. it interested me the fact that i was going to improve my spanish. Even though i knew spanish, i hadtrouble learning the accents and writing a complete and perfect essay. Now after two years, i can saythat i happily have acheive what i was looking for.39. its syntax and sound systemB. V\/hat have you enjoyed most about being a Spanish/Portuguese rnajor?Answered question 38Skipped question 41. The great literature and films. I'm reading excellent novels and poetry and watching brilliant filmsthat I would have never been exposed to if I were not a Spanish major.2. The interesting classes offered, especially in Spanish3. I really enjoyed many of the literature classes and being able to learn how to improve my writingskills in Spanish.4. I have enjoyed speaking Spanish.5. The variety of classes and especially the professors and teaching assistants. I loved getting to knowthe people in our major and how it was a relatively small and close knit one.6. Being able to reconect with my Brazilian culture.7. I a lot more about the language than I had expected. The history courses required for the majorallowed me to learn more about my background and the language. I greatly enjoyed the literaturecourses, Professor Bergero covered a lot of history and also psychology in her literature courses whichallowed me to gain a better understanting of the authers perspective.43

8. I enjoyed taking the Service Learning courses because they challenged me to dig deep within myselfto try something out of my field and comfort zone. I was able to be placed in a field of my choice andeven that thought me a lot about myself and the health·field in its self.9. The ability to study abroad and take advantage of being submersed in a Spanish speaking culture,learning to appreciate a culture the only way one can fully appreciate it. I also really enjoyed being ableto discuss literature, film and history of various Spanish speaking cultures with people that I met fromthese various countries. These interactions were made easier due to my knowledge of certain authors,artists and thus social, historical and political movements in these countries.10. reconnecting with my roots11. The variety of courses (that I get to study literature, phonology, and films); also that I could dotravel study programs.12. I love the variety of classes that I've been able to take. Not only did they focus on literature andhistory, nut film as well! I love Veronica Cortinez's chilean film class. It is quite honestly the mostinteresting class I've ever taken at UCLA. She has sparked a great passion within me as well.13. I really enjoyed getting to know my fellow Spanish students as well as the Spanish professors. Thedepartment is a really tight-knit community and it was very special to be a part of it. The professors areall so warm, caring, and really made an impact on my undergraduate experience! :)14. I made many good friends and I got to take classes with really amazing professors.15. The personal support of the faculty. They are always accessible and seem to genuinely care aboutthe students' success.16. I have really enjoyed the Spanish literature courses offered here. Professors were great! And thelanguage classes for Portuguese were amazing as well. I also like the opportunities to be involved withthe department.17. The diverse courses that were offered such as Cuban and Chilean film classes.18. I have enjoyed everything but most my cinema classes they teach me a lot of things. Especially toanalyza together with literaturature, performance and many other things.19. As a Spanish minor, I've enjoyed getting to study literature by Spanish-speaking authors (such asLorca and Cervantes) in the original language they were written in.20. Learning the language and culture; the close-community feel of each class21. I have enjoyed learning the linguistics aspect of Spanish. I was mostly taught Spanish Literature inHigh School so being exposed to the Linguistic aspect was great.22. Learning Spanish from different professors from all over the world - South America, Spain,everywhere that speaks Spanish.23. Having the previlege to take courses with Professor. Adriana Bergero,Veronica Cortez, Nadia Sakon,and Catina Fottes(who all ready when back to Chile).24. The diversity of professors25. What I enjoyed most about the Spanish major was the vast majority of classes that taught aboutculture. The professor who made the Spanish majo1· mo1·e enjoyable we1·e the following:26. It's an intimate community of people that feels like a family. I've also loved all of the discussionsand guest speakers that the department has offered.27. Learning about my own country28. I have had some of the most amazing professors that really pride themselves in making the coursesinteresting.29. I understand the culture better30. The teachers and the students. My Spanish classes are the places I've met the most amazing peopleand eventual friends.31. Studying the language that makes my culture so unique. Applying techniques to community projectsthrough service learning and independent studies.32. I have enjoyed most interact with my teachers, they are wonderful. also I enjoy studying literature.33. the thing I enjoyed most was analyzing movies and writing34. I could probably highlight the strong and direct connection that exists between the student body andits professors and T.A.s. For some reason the educators in the Spanish department seem moreapproachable and friendly, that is probably because a lot of them share a similar background linked toLatin America and immigration. As an English minor I felt a great difference to the way some Englishprofessors directed themselves to students, a bit more distant I'll would say, but not less competent. In44

the Spanish department I felt that both T.A.s and professors always had a more friendly connection tostudents but without ever crossing the necessary line between the student and professor.35. The people I have met. The constant communication that the undergraduate counselor has with us.The small class sixes. Service learning classes.36. I've enjoyed the courses that have focused on literature and film from different parts of LatinAmerica as well as the literature. I've enjoyed the courses where I was allowed to write research paperson any aspect of Latin American culture.37. I have enjoyed every single moment of it. It surpassed my expectations. I never thought that in theUnited States i was going tobe able to have a class completely in spanish. The professors at the spanishdepartment, not only teach you spanish, but they also teach you about our literature, our culture, ourthoughts, our opinions, and about ourselves in general. My classmates were also great. It was great tosee people from different cultures in all my c;,lasses. I can also say that the spanish department hassome great professors, like for example Bergero and Payan, they are the BEST!!!!! I came to UCLA toimprove my spanish and ended up learn so much more.38. the opportunity to study abroad in a Spanish-speaking country!C. What could the department improve for future Spanish & Portuguesemajors?Answered question 37Skipped question 51. I feel like the Spanish/Portuguese department is highly literature based. I think the department couldoffer a more extensive variety of classes that pertain to Spanish/Portuguese political science and artsbesides literature (like a study of Spanish music, painters and architects -- I would love to take anentire class on all the different architectural influences in Spain!).'-2. Matt is a much better adviser than Adriana was, so that's good. I studied abroad, and the classapplication was real easy. Maybe smaller class sizes and a wider array of options?3. More emphasis on correct writing and just writing classes in general. A lot of the literature classesrequire writing, but it's more about the content and not the quality of the actual writing (ie. they usuallydon't check for grammar, etc).4. Separate discussions for non-native speakers in upper division classes.5. The requirements, which were changed for my last year, were much more flexible and provided newand interesting classes which I enjoyed. I liked the variety.6. Have tllot·e options for students to pt·actice the languages and also bring more visiting professors fmmother countries.7. Please, please bring back the Don Quixote course. I will be graduating and I have not read this. Ithink a course on this novel would have been great. I would also highly recomend to find professors thatare passionate about the material, I found that courses taught by professors that were passionate aboutthe subject being taught made the course more interesting and were more helpful when students havequestions.8. I would say the counseling aspect. I was confused on who to seek for help at some point and I feltthat at some points there was miscommunication.9. I believe a required internship would highly improve the Spanish/Portuguese majors. Being requiredto spend time in a temporary position where one thinks their career may lead them is essential forstudents. Having an idea as to what is expected of them or where one can go with the degree aftergraduation is essential to success.10. i think it should be elongated11. I can't think of anything at the moment.12. I feel that more information on internships and volunteer work woUld be great. I love all thee-mailsthat I've been receiving from Matt and Nivardo! Keep up the good work!45

13. I would have really liked to have more language based classes offered (such as colloquial Spanish ofparticular regions or medical Spanish, or a professional Spanish course maybe). I think that the focusmight be a little too much on literature and less on the language itself.14. I did not really like the change in major requirements. I'm glad I finished my major under the oldrequirements. Also, the new numbering got confusing.15. Place a greater emphasis on the Portuguese side of the department and introduce a faculty memberwhose research focuses on issues and representations related to non-normative sexuality.16. Offer different types of courses, not only focused on literature.17. Bring back some of the Spanish classes that were previously offered b~fore the major was changed.I really enjoyed the [previous curriculum. ·18. They should give more clases in spanish and not in english. Also put back Don quixotes class. Theyshould give more advance grammar classer for native speakers to write in academic way.19. Provide more immersion opportunities- off campus, language tables, etc.20. Offer more speaking oriented classes, where speech is a key element to success in the course.21. Offerilng more core classes through out the year definitely should be a priority.22. Offer more structured Spanish courses- bring back 119 A/B/C if possible- those were moreenjoyable than the elective courses.23. Teach the courses in Spanish and not a mix of English and Spanish were since some students areable to write and participate in English in an upper division classes slow down the class and there aremany topics that are no teach because of the result of it. Also, they are graded more easily.24. offer more higher-level grammer based classes25. The department can improve the major by adding a requirement to take the spanish that is learnedand apply it to society, as a service learning project.26. I wish more people knew about the Portuguese classes offered at UCLA. I think that more studentswould be interested if they knew how much fun the language is.27. Acomodate the schedule of classes better and bring more professors from Brazil and Latin America.28. A more diverse class schedule29. It will be better if all the spanish courses are taught in spanish with material in spanish as well.30. Don't get rid of good teachers like Prof. Juan Jesus Payan.31. I think you should include more prepared staff at the department/office.32. For me everything is fine, I really like the way it is already.33. With the current budget cuts and the reorganization of the Spanish major I feel that upcomingSpanish majors and minors will have a harder and unexploited Spanish experience. I am completelyaware that these were forcibly necessary changes but I feel that there are aspects of Spanish literaturethat cannot be left unaware. For example, reducing the class on "Don Quixote", dividing of the 120series, and unifying the prose, poetry and drama classes into one are all changes that limit the academicknowledge and experience of any student. I feel that the major has become much generalized, thesemajor aspects of Spanish literature should deserve lllol·e attention and students should also have moreaccessibility to them. The changes made were for the worse, since they will only limit the experience ofSpanish majors. Leaving Cervantes out of the Spanish major requirements is like leaving Shakespeareout of English. I also feel that the Department should also try to implement more Spanish classes thatfocus on creative writing for those more advanced students. I often felt that the performance in variousclasses was divided between the more advanced Spanish speakers and the non-native speakers. Maybecreative writing courses could provide a new window of opportunities for students that want to take theSpanish major into the next level, especially in a city like Los Angeles where Spanish language andculture is a major aspect of the city. Also, maybe the department should implement more seminars onmajor Spanish authors and works, the recently added seminar requirement is a great start, but I feelthat it is much generalized. Maybe focusing an individual seminar on Borges or Garcia Marquez, GarciaLorca, "Don Quixote" or "La Celestina", etc. could be a nice addition to the curriculum of classes and itsstudents.34. Currently, the number and variety of classes being offered. However, I do understand the changesare made because of budget cuts.35. The department could incorporate courses that expand on regions of Mexico, Peru, central Americaand the Caribbean islands I felt that the their was too much emphasis on Spanish, Chilean, Argentinian,and Brazilian culture.46

36. I think that there should be a rule that every spanish literature class needs to be giving in spanish. Ihave had some classes that were giving in english, and i didn't like them because there are somethings(novels) that cannot be translated and maintain the same feeling. Also, all professors should allow thestudents to write their papers and make their presentations in spanish. Last winter i took a class (SPAN135- MORE) where the professor did not allow us to make our presentations in spanish. I found thatreally mean/rude on her part because we are paying to learn spanish and improve our presentations inspanish, not in english. She said that it served us to improve our english, but i think that if i wanted toimprove my english i would have chosen english as my major. It didn't make sense what she said. Thedepartment need to pay more attention to those kind of professors. They don't make the departmentlook good!!!!. Another improvement could be in that there should be more student groups, so thatundergraduate students could get more involved in the spanish department. There was a group ofundergraduate spanish students, but i feel that there needs to be one for people that are native "spanishspeakers, so that when the students get together in groups, it can be more like a discussion and not likea time to practice spanish.37. Transfer classes more speedily after coming back from abroad. Have professors show up on timeand submit grades in a timely manner.E. What are your post-graduation plans?Answered question 40Skipped question 2I have a job. 27.5% (11)I am going to graduate/professional school. 37.5% (15)Other plans. 27.5% (11)No plans quite yet. 22.5% (9)Please tell us more about your plans. (i.e., If you are going to grad school, whatprogram/school are you attending? If you have a job, what is the position, and for whatcompany?)1. I am working full-time over the summer while taking classes and finishing up my degree. In the fall Ihave a teaching position waiting for me in Madrid, Spain. While I'm in Spain, I'll be hearing back fromlaw schools about whether I have been accepted or not. Upon returning the following summer, I'll havea short break to travel some more, work part-time at some of my former jobs back in rny hometown,and then will begin attending law school in 2012.2. UCLA Center for Health Services and Society3. I plan to get a job to pay off student loans, but don't have anything settled just yet. I'll probably takea break and then start looking. I also want to study for GREs and get my grad school app ready for nextyear.4. I am applying to law school.5. I will be starting Pharmacy School at USC this fall.6. I would like to go to grad school and obtain a master degree in Sociology but I'm not sure if that willbe possible because I need to work.7. I will be on the look for a job, hopefully in Santa Barbara at the Pueblo Org or at Santa Barbara CityCollege as an advisor in the Transfer Center. In a year I hope to be accepted at UCLA for a graduateprogram in Education or psychology.8. I will be taking about 1-3 years off before applying to Masters of Public Health Programs. I will behopefully interning during the summer and preparing for the GRE. I hope to find a full-time job upongraduation to gain more experience and to help out back at home.9. I will be working for the French Ministry of Education as an English Teaching Assistant in Paris in orderto continue to master my third language and appreciate a different culture outside of those that Icurrently know/have studied. ·47

10. I would like to be a student in a master's program11. I'm thinking about applying to grad school, possibly in food studies. In the meantime, I have asmall, part-time job.12. I've been given a position in Ponferrada Spain to be a language cultural assistant. As of today I willbe taking the job, but if other things arise then my plans may change.13. I am teaching English in Southern Spain with CIEE from September until June, and I am alsoapplying to nursing schools to attend in Fall of 2012. My background in Spanish from UCLA will provetruly invaluable! :)14. I will be continuing on at UCLA in the Department of Spanish and Portuguese!15. I will be completing my minor in Portuguese in Brazil and after I return I will look for a job inteaching or go to graduate School.16. I will try to work for a year and plan to attend law school the following year.17. I am going to graduate school at Cal State Long Beach for the Master in Spanish. I want to learn tobe a good teacher and continuing working on my thesis.18. I plan on applying to an Interpreting Program and hopefully start my career as an interpreter.19. Medical school! Still undecided yet, but somewhere in California.20. I would be working with my community school district, while i study hard and prepared myself toapply to graduate school for next year.21. I am currently applying for MA TESOL program at Cal State Los Angeles. I plan oil attending startingin the Fall of 2011. Afterwards, I will pursue teaching credentials program. I will teach adult educationfor the underpriveledged.22. I will be officially graduating this Fall 2011, and will be applying to graduate schools for MuseumsStudes/ Art management. In the mean time, I will be looking for work either at a museums, part-timeteaching position or designer.23. I will be working for an live event planning and tech company that does international business,which includes business in South America (this is where I will apply my majo·r).24. Write a book and perhaps apply to grad school (sociology)25. I will be applying for my masters in nursing in the fall of 2011 for admission in fall 2012.26. I plan to take a break after graduation and go to Mexico to see my family. When I returned toCalifornia, I'm going to look for a job either in the United States or abroad.27. I'll probably go to grad school down the line, but I'm not sure in what area yet, so I'm trying to getsome work experience in the meantime.28. New York University- Media, Culture and Communication29. I will do an internship to Latinamerica and prepare for the GRE exam I am planning to apply forgraduate school this year. ·30. For summer time I have a supervisor position at a summer camp. This summer camp is at LosAngeles Southwest College.31. I plan to apply to a graduate school in the fall and obtain a masters related to Latin Americanliterature. UCLA is out of my graduate plans due to economic reasons. In my future plans in want toobtain a masters and a teaching credential, eventually I want to teach at a high school level and in fewyears later obtain a doctorate to teach at a university level.32. I will be completing a year of pre-requite courses for Occupational Therapy in the summer at UCLAand in the fall at a junior college. I will be applying all through the fall and I hope to start in theSpring/Summer/Fall of 2012 depending on which school I am accepted to. I plan on applying to USC,CSUDH, and NYU. So fingers crossed!!!33. I plan on entering the job market soon; specifically within the health administrative field at ahospital, clinic or non-profit organization.34. I am going back to a community college (less expensive) to finish some science classes for my premedmajor, prepare myself, and later apply to medical school.35. Indiana University's Bilingual Speech and Hearing Program48

Program Profiles Menuhttps:/ /j asmine.gdnet.ucla.edulhistorical!proti le/profi le.aspIf you have any comml':nts about this report and 1ts related data, please send an email to £!i..I:.QYY·Fori" description of calculations see the Q_@:LQ.gfin.lt1.9..fl§.T.i.!.Q)..§..Profile Report for: HumanitiesThree Quarter Average EnrollmentI of3492/15/20 II 9:32 AM

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Program Profiles Menuhttps://jasmine.gdnet.ucla.edu/historical/profile/profile.aspIf you have any comments about this report and 1ts related data, please send an email to !;!i_.b~yy.For i:l description of calculations see the .R.11!£!_Qg!i!J)t)gJ.!§ .. J_'l.Q!.~-Profile Report for: Spanish & Portuguese DeptFall Admissions Summaryf20o0:oii2oo1-o212oo~~o3i2oo3-o4l2oo4-osi2oos-o6 [2oo6-o7i2oo7-osi20oi~ci'912oo9~io ,IAp~li~ations I 591 41T-5s-l----·-·72.[""' _____ 611 _____ 671 _____ 52[ ________ 531 .....----·----ol"...._______ 65I Median JR/SR GPA I 3.50 I 3.481 3.471"3.43·1-35'0 r-~ ,--3.71f-3A"41""'""'-o:oo 1"'"3:67fAtimiSsi'oi1_5 _____.........__.._______................ T __,_______ is r--.... ·--i3f.._........ 19~1------·-·22f·---------i4T ________ 171" ..··-·-----18T________.. T2T ___.._______ o , ..-- ........ i3~-- M~Cii~-n.--~R' ~R-G-PA· ..----.-....--.. r·---· ..-3.8o r---·---3.-so.· r--. 3.5{):, ....-3. 70 ~----3.4sl _______ 3.ssi-iasr--3-:-4s· r----o.-aa r ..____ isi"fNew~~-eQist.~-ii~-----·--·-............... ____ ["_..__________ 8 ['______..______? r--~---131-·-·--·---14-r ..·-..___.. i""o ~------·-·-9 r-·-·----1"2 1' ................... 91 ___........-o l .._____ ....... ia·1 ME!dianlR/Sit(;PA ... J ... 3~991 ..... 3.86r·--"3·:a9f--3~9-ol 3.3of-3.851-.. -_-3:SSJ3:4sf--o~ooi____ T62'!selectivity 1·- 25.42%1 31.71% I 34.55%!1 30.56o/oil 22.95% I 25.37% I 34.62%.1 22.64% I O.OOo/o I 20.00%0J~!:'..~~!·.~~~~~!!-~.~~~----------............ -.......J.. ~-~:3.~o/oL~?..:~~!

.tlhttps :/ /jasmine .gdnet. uc I a.edu/hi stori cal/profi I e/profi I e.aspFall Term Data·. -- 1j2ooo-o1j2oo1-o2j2oo2--o3j2oo3-o4j2oo4:osj2oos·:o6 fiooG-o7j2oo7-osf2oos-:og rioo9:io!Leaveoi-A:i>seiice····-·-··--·---·-·--·--r---·---·-a- ~--···-··-1i r·---·-·--·-·-g.r-·····--·--g-·r·-----·9· r--···-7 r·····-----·-a-r--·-·---ii r-·--·-·---o ,-·-· ··--··--6!Total Registered Fall Term J 541 47 I 54! 61J--63r--55158.1 53 I 0 r--53I New I 81 71 13[ 14j 1o/-9l-i2[---·91 _____ o_l ___.___ ioI Returning I 41 2!-7r--41-6T--ii--31 ___ 3T ___ ol _______ 4r·.--·c:ailtiil.iiflg--·---··-··-------··--,--·-···--·-42·r---···y·r-. --···--341··--·-·--·-431-·---471___ 44 ,---·--43. r-·--·-4i r-··-----·a r··--·---3·9·IMastt!~'s. . • --~---·--··--·-···---~------i8[-·-··-·~-8f--vl···----··-i&l·----······--·-i11 ___ 9r-·-·---s r-·---4~---··-sr·---·-···6r--·--·PctTo~·~~~r~iiment··-·----~·-· [--3~3-3o~~·[ii.o2o;; 1-3i~48o/~-f2-6:23%- ji7~46iii~ r··-i6~:i6o/~ f13.7907o r·--7~2-?o/; ~--9:43oi~ r···ii32ii/~·f Doctoral Pre-Candidacy ~~r--31~gj 3G/-36f 33j--38f--42[ _____ 32r-----·-34·I Pet Total Enrollment 14630%[65.96% I 53.70% [59:02%[57.14% r 60.00°/~[6s-.s1% r- 76.36°ior6o.37o/;I--6~U5°l~I Doctoral Candidates I 11 I 8 r 81 9J16!-131--i2T ___ 9!·--161 ____ 13~--····PctT~t~JE~·~oum·e~t--··-·--~·-2o.37°/~-~···-i7:02.;;/o·l-·-·i4 .8i-o/~· ~-·-14-:7-s·o;; r····2s:4oo/o. ~--2i64iii~·~--2o:68°i; r-i6:36o/; j·3o:iaoi; ,.. 24:s2o/;r·--Foi="eiQO--·-···---····-···---··-·---·-····- r···-·--·-···?r··-···--··--···g- r·-·---··---sr··----·····-16 r--··----·-··a r··-·-·--·--7· r·-----·--·-·7 r---------6~·-···----o r-··-·-···-7I Pet Total Enrollment I 12.96°loli~15% I . 9.26°/;~39% [12."7oolof12.73°/~li2.o7% [iL32o/oF-o~oo% ,--1:3":·21-%M~~~~~~:presented ~~~r-;.~~~~lo~Pet Total Enrollment42.59% I 42.S5%f4630%J44.26%-f46.03o/o[41.82ii;;[32.76a/;r4Lsl%1···o.oo;;;~r39:62il/oI Fe~ale .... . .. I 331 261 37l 43l 49j 451 451 411 ol 38I Pet Total EnrollmentI 61.11% I 55.32% I 68.52%170.49%1 77.78% r· 81.82o/;17?.59%f-i7.36°k[-Q.Ooiii~f7"i:?Oo/;•Jc~~~:~~;lieSide~ts----··-·----··~-------~ ~---··-··; ~·---·---;-~--·--;· ~·------·---;-,-·-··-··-; ~---·---·; ~-·-----; ~-·--··-·~ r--·-·--· ;·I Pet Total Enrollment I 1.85%12.13% I 5.56%,1 4.92% 14.76%1 ___ 5.45% l-12.07% [-5.65°/;[-----o:-o-oo/;r--ii2io;~·r- A.n-~·~CCIIl.·i-;;(ii~-~~--··---·---···-,-·----··-·a r-···-~-·9r--···---ar··----···-··-a r----·····-·-··a r···--~---o r----··--······a r--····-·--··--···a r·······-··-··-··a r·····-·--····-a·r-····--~Pc~::r~i~T~·n.r:~li:m~llf·······-··--r··--a~oooi;[-·-·-·a:~ooiof···-a.ooii;;f-·-····a:·aoo/~T··--o.ooo/~-~·---a·:aoo/oT··-o:oooi~T······a:oa·%T···a:-oooi~T··--a:ooa/;I Atrican-AmfJ31acJ< I . ol ... or--or--or ol ol _____ ol _____ i["·---·-··-·a·r----··---·-2·I Pet Total Enrollment I 0.00% I 0.00% I O.OO%,j 0.00% I 0.00% /0.00% I 0.00% l 1.89% I 0.00% I 3. 77%I Chicano/Mexican-Am I 6r-- 51 7l-7!--8f _____ 7l-s!--6!--ol ________ 4~~-jJ~i"T()'t~i~Enr~il;ent-·--·-···-~-··iii!o/o- [-···1o~64o/; r·i2~·96o/~.r-··iL4a·o;;;·.r··i2·:·7-oo/o.[i2:73o/~ j8-~62ii/~ r·-ii32o/; f"--··6:oooi~ [ ···?:sso/~r····l.~t"inoi/~ (--o-:Doo/~ [-32-~oao;~-1 Other 1l ol 1! ol 2! 2! 31 2! ol 3I Pet Total Enrollment I 1.85% I 0.00%.,1.85°/o [ci~oo%,-3:17% r-i64% ,-5:17%!3. n%Fo:Oo% ,----5:66%r··· ·u""~~~·~-w~·-··--·--·-··--···- ··-·-·~···· ····21---···· 2· ,--·· ·2·r·-·········---·ir-·····-·····- 11 ·-·- ir··············ir-·--ir·················· ··-a,-·················· 3r· i>ct.Totai.Eii~ollment .....................,....... ·3:7oo/~ 1·········4:2·5;;;~ [" i7oii/~ f-1:64% [" . i59ii/~- r······i:82ii/~ [ i72iii~ r·········· i:a·9c;;~·~-· a:·a·ao/~ i····:s·:6-6o/~2 of3532115/20119:32AM

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1 0 Year Completion Rates by Broad Field & Major:1997-98, 1998-99, 1999-00 Entry Cohorts80%70%60%50%40%30%20%10%0% +, ---,..-~0 ~0 R> P::l • ~CJ 0 P::l ~ • v 0 ~ ~ 0 R> 0·

10 Year Completion Rates by Broad Field & Major:1997-98, 1998-99, 1999-00 Entry Cohorts1-:t~~~g~q~lt ..... J ··············· i; ···· 78%~~~~~~~~-Malec ····························.··--~}~[:~:.... . ..... 66..... H~~dvfech

10 Year Completion Rates by Broad Field & Major:1997-98, 1998-99, 1999-00 Entry CohortsL

10 Year Completion Rates by Broad Field & Major:1997-98, 1998-99, 1999-00 Entry CohortsI).·.'·:'::(/··.'"···-~ .·.•·.·Majof:.·i:":;:.•:i>·,;/,.,· •. i.·•.·I.\Cohort·$iz~·t:cl' ·•·.completi(ln :R~te~;; .. •.lAerospace Engineering I . . 5j . . ... 111 .. . . . . 45%\!Archaeology . . . \ · 31 .. .. 11: 27% rO.L ...··: .. ·.·... :.~o.o&!l Ar.~hlf~~t~ ~¥ -~-: . --~·:::·_·-.~:~~·~-=~:··: .. ~[~=" ··~".:~'"· ·: ". :?[ .····~· ··.: . : 1!Art History ! 151 37: 41%[lt'~!~~J~6~:-~~g_~JL ..:~-~--:~~-:-~~-·~ I .. ~.:::: .:.·_·:.. i9I.~--~ ·_ .. :_. ..?.~L .... . ... .. ............... ..... 2~%!iAstronomy .. . . . . i . .... 101 13i . 77%:~~r~~~~~~~~~~f~~~r.ti~·:$~(·~--··:··-.·~·:r_····· .. ··~----~:-::·.···~4.~l•··········.:·::.:~•-·••-••--•••·······.:··{~:::•······· ........................ ··· -~~~-·:Biological Chemistry · 16i 25' 64%. • .... •..............., ('"'"'""' ".. .. . • 1"''"'"'" ... . .......!$i§i~9Y.~::.·:....:..... =: .. ~ ····-····· ............. L ........:....:.: ... 1-.~L .. ".. .... ... . 37: .... ...... 51 o/o 1; BiOrY.JC!~~~r.:r!§ltiC?~ . .. L. . ...... .............. ........ 4.! 8 .... ········ ~9~ f.: Bi()rJ1~~ic:;§III::~!;JiJ1

10 Year Completion Rates by Broad Field & Major:1997-98, 1998-99, 1999-00 Entry CohortsNotes: Combines 3 entry cohorts (97-98, 98-99, & 99-00). Excludes ACCESS studentswho did not transfer into a major Prog1·ams that have changed names are listed undertheir current major name.59

10 Year Completion Rates by Broad Field & Major:1997-98, 1998-99, 1999-00 Entry Cohorts.·.·~·~·t~~i~~~-~r.~6.iP•.. ~.9.:rij ··-·- .................... -·····-·-- ·· ····· ··· ····· ···· ·· ····· ...... ····· ····1·8~ !····\Tntormafloil studies ···· · ····································· ·' . ·... ~ .. · To_1_1:spedaf~~~C:afian .. ·· ··5Islamic Studies 0;'"''•'"'ManagementSocial Welfare:Urban Pianning·:Anthropology ···· ·····Archaeoi:;g:y:·····i g~§6~r-lj_i~~ :' '!Geography;History·············:·rolificai'sdence ·i soC:iolo9Y: ·· ·iFlfm·&·nr1 fheater & Peifc:>rriiance st ··· ···· ·1soc1ai Science & Professional Schools Total271115c. . ········· 2.5:3i59·1?149:31i23.s:4!'44170( . 81o/ol·· 13a:··········- ·74%:... 22.\ ... ' ' . . .. · _4~o/~j5 100%'5i 0%,39 ··· · · 69°/o23. 48%.30• 50% ... ········· jg:· 64%········· ,.. 11"i" '""'""........ ,..... ~ 27°/o'81: 73o/o'-- 28Y 43%:94 52%.79' 39%•52: 44%., ...!.25 32%6: 67%:747: 59%160

10 Year Completion Rates by Broad Field & Major:1997-98, 1998-99, 1999-00 Entry Cohorts\Ae.rosi>ace.En9Tneerfn9 ·· ····· · ···· ··· ·· ······················ ··· ········· ·· ·· · s;isTomecHca1.Ei19'iileeriil9-·--········ ···-- ····.......... - ·· :nr:chemicafEil9ineerln9···································· 18:{c'ivlfEri9fneer=filii.... ...."........ · ··· ·· · 1711;, ..... ,f.,16:················ 33( ·······30:• Co~pu!E:lr E)cience ......... __ ... . 44 75Elect Engineering 98 125', IVIC!tL_ !:)cL (:lncj En~L. 15;. Mechanical Engineering ·· 38:1!~f~~;~~~i~:&~~~e(:l~i~ ;gi~: ...23,51'1315;'Biochem & Malec Bio 42~ 56:chemistrY · ·93:· ... 131~····'8eal09y ······· ··········· ·· ······ 5: ·· ·:

:';flGraduate Division Fellowships2007-2008 2009-2010fellowships Nominees Offers Offers242 70%103 84%349 336 331 96% 414 296Totals 1336 1130 '172 85% 1316 853* Dissertation Year Fellowshio- Chan:::ella's Fellowshios has ended and comts are62

Department of Spanish and PortugueseGRMsDYFsYear Apps Awards Apps Awards ______... -ro·-rA L-'1999-00 3 0 3 3 (:, c 3) r-of,2000-01 2 2 4 4 (1) J L G) !UO Jo2001-02 5 2 (1) 3 2 (1) 1 (;) )0 JoG2002-03 2 2 (1) 3 2 r ('-')'to Jo2003-04 4 1 (1) 4 2 1 ("2) 3 i-lC j"2004-05 1 1 10 . 6 (1) I) (":)-) G>.& j,~.\..-1)2005-06 1 0 7 4 (2) $ (~1) /o2006-07 9 6{2) 4 4 (1) 13. (lo) 1t ; ..( '1)"2007-08 6 5 5 4 (1) II Fl /"2008-09 4 2 8 5 !L(}) J~~o2009-10 6 5 (2) 9 4 \r($1)GGo I,2010-11 6 3 (1) 8 7 (1) 1'-{ (la) 1--L r).,t'-...; Lfc>.ifl- !4 4 5- 'l. i) ;) ~ ·l-.i ('-I. "'l ) - .JI. ~ j",;'It·1.-- o- o 6 .-- 2,-(} I l 1:!, ( 4 ) - &: ~ - 2_ ";.- i::··Numbers in Qare fellowships that were guaranteed as part of the second year of Cot aRobles, Chancellor's DYF, or Distinguished TA DYF.63

APPENDIX DJob PlacementsSpring 2004 – Winter 2005Gomez, BenitoMayer, EricSorbille, MartinConde, MaiteGárate, ElisabethCSU Dominguez HillsCentral Washington UniversityU of Florida, GainesvilleColumbia UniversityCitrus Community CollegeChan, Alejandro Lee Central Washington UniversityThau, EricUniversity of HawaiiSpring 2005 - Winter 2006Moon, CristinaRell, AmyRothman, JasonSantos, AlessandraChabot College - HaywardCommunity College of Aurora (CO)University of IowaUCLA Fac Fellow, University of UtahYi-Kang, Suk Yong Fullerton Community CollegeBacich, DamianDickson, KentWebb, DavidWood, DavidCSU San JoseCal Poly PomonaU. of HawaiiLyons College, Arkansas64

Spring 2006 – Winter 2007Beale-Rosano, YasmineFountain, CatherineAsensio, PilarAlcántar, IlianaZegarra, ChrystianTexas State University – San MarcosAppalachian State U (part of U. of North Carolina system)Yale University (non-tenure track)CUNYU. of UtahSpring 2007 – Winter 2008Kendrick, CarolynAir Force Academy – COCapraroiu, Gabriela La Verne U.Choi, Eun-KyunJames, BrentMesa, ClaudiaHobart and William Smith CollegesAppalachian State (NC)Moravian College (PA)Kim, Yun Sook Azusa Pacific U.Spring 2008 – Winter 2009Arsova, JasminaHarris, SarahLi, AllisonSchwarz, HankBarahona, AlejandraFernandez, CarlosUCLA Fac Fellow, unknownBennington C. (VT)Modesto Junior CollegeEntrepeneurVeritas U. (Costa Rica)U. of Miami65

Spring 2009 – Winter 2010Goodin-Mayeda, LizSitnisky, CarolinaU. of HoustonUCLA Fac Fellow, Scripps College (Lec)Gutiérrez, Manuel UCLA Fac Fellow, Rice U.Ramay, AllisonPontificia Universidad Catolica de Chile (non-tenure)Tumbaga, Ariel UCLA Fac Fellow, So. Oregon U.Forttes, CatalinaVargas, Ana MariaPontificia U. Católica de Valparaíso(Northern CA high school)Spring 2010 –Winter 2011Helmer, AngelaLuna, KennethU. of South DakotaCSU NorthridgeSanko, Nadia UCLA Fac Fellow, Santa Clara U.Brown, Daniel Western Illinois U.Kemp, Leah H.U. of Southern Calif. (Lec)Stewart, AlisonVanwieren, RachelCastillo, MarisolSprint 2011 –Garrett, VictoriaHogan, ErinThorrington, PaulaU. of West VirginiaU. of San Diego (Visiting Asst. Prof)UCLA Fac FellowSaada, Mariam66

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