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Running head: CASE STUDY #1

Case Study #1
Carlos Octavio Ballinas
ELPS 430: Curriculum Development in Higher Education
Loyola University

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For the purpose of this project, I chose to look at the syllabus from five different
universities on introductory courses in Latino Studies. Specifically, the universities and courses I
chose are (1.) Rutgers Universitys Introduction to Latino Studies course, (2.) The University of
California Irvines Introduction to Chicana/o and Latina/o History course, (3.) The University
of Omahas Introduction to Chicana/o and Latino/a Studies course, (4.) The University of New
Mexicos Introduction to Chicana/o/Hispano/Mexicano Studies course, (5.) and Swarthmore
Colleges History of Latinos in the United States course.
Part I. Describe
The introduction to Latino Studies course at Rutgers University
(http://www.sas.rutgers.edu/virtual/lhcs/lauria/introlatino/index.htm) uses the typical structure of
a syllabus. The syllabus provides a course description, course learning goals, grading structure,
and a week by week breakdown of what the course will cover over the length of the semester.
The curriculum also states core curriculum goals, indicates the methods of assessment, and the
types of engagement that students are required to comply with. The main goal of the course is to
engage students to think critically about the material covered in the course. It expects students to
engage the wide array of materials assigned but makes very little mention of group discussions,
or any sort of pedagogical engagement beyond lectures, assigned readings, exams, and assigned
essays.
The introduction to Chicana/o and Latina/o History course at UC-Irvine
(http://www.chicanolatinostudies.uci.edu/files/docs/2014/cls_61-spr_2014-intro_to_chicanolatino_history.pdf) has similar features as that of the Rutgers course. It has a course overview,
student learning objectives, assessment / grading structure, and a week by week schedule of what
the course will cover. The main goal of this course is to provide students with an introductory

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understanding of the course material. It hopes to do this through an array of readings, writing
assignments, discussions, and critical thinking activities. An interesting aspect of this syllabus is
that, through its assessment section, it provides time within the middle of the course for students
to meet with and asses the professor. Through this, the professor aims to gain feedback on his
teaching and the climate of the course in order to make any necessary adjustments.
The introduction to Chicana/o and Latino/a studies course at the University of Omaha
(http://www.unomaha.edu/ollas/Syllabi2012/IntrotoCLSSanchezSpring12.pdf) also has similar
features as both Rutgers and UC-Irvine. It provides a class objective which is similar to Rutgers
and Irvines course description, it provides assessment / grading structure, and a week by week
breakdown for the semester. This syllabus also includes a section called Format for the Class.
This section indicates that the class will engage in a combination of lectures, guest speakers,
videos, discussion, and work outside the classroom. It states that a large portion of the class will
not be lecture, but will instead be discussion. It also makes a point to stress the need for students
to come to class fully read and fully prepared in order to be engaging members of the class
community.
The introduction to Chicana/o/Hispano/Mexicano Studies course at the University of
New Mexico (http://www.unm.edu/~chicanos/courses/carmens.pdf) has within its structure a
course description, course objectives, assessment / grading structure, and a week by week
breakdown for the semester. Similar to the Latino/a Studies course at the University of Omaha,
this syllabus states that the course structure will be a combination of lecture, guest speakers,
videos presentations, group discussions, and student presentations. The syllabus also includes a
class pedagogy which emphasizes the development of personal narrative, and the use of critical
thinking.

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The History of Latinos/as in the United States course at Swarthmore College

(https://www.swarthmore.edu/sites/default/files/assets/documents/history/4b%20Syllabus%20S1
2.pdf) also has a course description, course objectives, assessment / grading structure / and a
week by week breakdown of the semester. It emphasizes that students must take full
responsibility for their own fate in the course. This is done under a requirements section which
also states what the students need to do to perform well in the class. An interesting thing about
this syllabus is that it states that the course is not concerned with the memorization of dates,
people, or facts, but rather it is interested in helping students to learn how to think about the
subject matter.
Part II. Compare and Contrast
As Ive stated throughout the syllabus descriptions, all five syllabus have many
similarities. They all provide a course description, course learning goals / objectives, an
assessment / grading structure, and a week by week breakdown of the semester. I gather this to
be a generic theme of all syllabi in academia. Each of the syllabi provide information regarding
class attendance and participation, advising / office hours with the instructor, and a required
reading list. Specifically, when it come to the goals of the class, each syllabus indicates a number
of objectives that the course sets out to accomplish. Each syllabus also provided information on
how the class is formatted. Though not all had the same format, each course includes, at the very
least, lecture and discussion as part of the format for the class. Each course also describes
required assigned readings and essays.
While there where many similarities, there were also quite a few differences between
each syllabus. For example, not all syllabus indicated a pedagogical framework for the
classroom. In fact, only the Chicano/a History Course at UNM stated a specific pedagogical

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framework. Also, each syllabus had variations in their class formats. The introductory Latino
Studies course at Rutgers University did not indicate any sort of pedagogical engagement beyond
lecture in the syllabus. Conversely the syllabi at Omaha, UNM, and UC-Irvine all tried to
implement group discussions, group projects, and guest speakers into their class formats. The
syllabus at Swarthmore College was distinct in that it made mention of its intent to not have
students memorize, but to instead help students learn how to think through the material. Though
the syllabus made mention of assessment, only the syllabus at UC-Irvin included a function in
which the professor would be assessed by the class before the end of the course. Overall there are
themes of courses that are implementation traditional methods of engaging a class (lecture and
discussion) and themes of courses that are trying to implement more effective learning
environments.
Part III. Integrate
Chapter six of Bransford (1999) states that when designing learning environments,
courses must meet at the center of being learner, knowledge, assessment, and community
centered. Specifically, the learning environment needs to take into account and focus around the
students state of learning. The learning environment also needs to make sure that the student is
able to grasp and understand the content being covered in the course. It needs to develop a sense
of community. One in which students can feel like they can engage and not fear making
mistakes. Lastly, the course needs to provide opportunities for reflection and feedback.
The course structure of all five syllabus chosen for this case study attempt to implement
some, if not all of these learning environments. All five syllabus indicate that they intend to edify
students in the content of the course. Four of the five (not including Rutgers) indicate that group
discussion will be implemented within the format of the course. Group discussion can be seen as

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a form of community building within the learning environment. All five course syllabus also
provide students with assessment structures so that they are aware of their progress. The one
place where many of the courses fail to meet a key successful learning environment component
is by not indicating any attempt to make the course learner centered. The syllabi at Swarthmore
College is the only syllabi that incorporates any language geared at making sure that the students
not just learn facts, but that they learn how to think about the material.
We learn from the Fink (2003) reading that the taxonomy of significant learning includes
six key components. They are foundational knowledge, application, integration, human
dimension, caring, and learning how to learn. I can see that all five syllabi are struggling and
trying to progress toward the encompassing of this taxonomy. For example, the course from the
University of New Mexico attempts to engage students in the human dimension component. It
does so by providing avenues through which students can engage their own personal narratives
to see how it applies to the course content. All of the courses are trying to transition from content
centered learning which only focuses on progressing on foundational knowledge, to learning
centered learning which starts and foundational knowledge and then begins to incorporate the
other 5 points of the taxonomy. Yet, it is easy to see that the transition is still very much in the
early stages as it is hard to find language in each of the syllabus concerning how the course
format will help students integrate what they learn into practical life, and how they will help the
students on developing their learning skills.
Taking into account the Nilson (2010) reading, in order for students to best understand
the material they are engaging, proper and intelligent structure is of upmost importance. I think
all five course syllabi do a good job of providing a structure for the course and students. Yet,
structure is only one component. Nilson (2010) also states that instructors need to be considerate

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of the cognitive maturity and development of each student. Each student in a classroom is at a
different level of knowledge and of learning ability. While I agree with this, I think it must be
very difficult for instructors to engage this in a course. This must be especially challenging when
the course is an introductory course that can have upwards of 100 students enrolled. How can a
course and an instructor enhance all the levels of learning and development for every student
without leaving anyone behind? This must be one of the greater challenges that instructors face.
The major key I gathered from all three readings is that their needs to be a shift from
teaching the material, to teaching the student. Currently, many educators are still too focused on
the content and are not paying enough attention to the learner. The established culture of learning
for students can be summed up in the memorization of facts and focusing on tasks to get through.
There needs to be a shift to engage the cognitive development of the student as a learner.
Ultimately, we want better learners. That is the goal.

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8
References

Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to

developing college courses. San Francisco: Jossey-Bass.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How People Learn: Brain, Mind,
Experience, and School. Washington, DC: National Academy Press.
Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors.
San Francisco, CA: Jossey-Bass.
Syllabus for The introduction to Latino Studies Course at Rutgers University. Retrieved from:
http://www.sas.rutgers.edu/virtual/lhcs/lauria/introlatino/index.htm
Syllabus for The introduction to Chicana/o and Latina/o History Course at UC-Irvine. Retrieved
from:http://www.chicanolatinostudies.uci.edu/files/docs/2014/cls_61-spr_2014
intro_to_chicano-latino_history.pdf
Syllabus for The introduction to Chicana/o and Latino/a studies course at the University of
Omaha. Retrieved from:
http://www.unomaha.edu/ollas/Syllabi2012/IntrotoCLSSanchezSpring12.pdf
Syllabus for The introduction to Chicana/o/Hispano/Mexicano Studies course at the University
of New Mexico. Retrieved from: http://www.unm.edu/~chicanos/courses/carmens.pdf
Syllabus for The History of Latinos/as in the United States Course at Swarthmore College.
Retrieved from:
https://www.swarthmore.edu/sites/default/files/assets/documents/history/4b%20Syllabus
%20S12.pdf