UNIVERSITY FACULTY SENATE FORMS
Revised 4-21-2010
Academic Program Approval
This form is a routing document for the approval of new
and revised academic programs. Proposing
department should complete this form.
For more information, call the Faculty Senate Office at 831-2921.
Submitted by: ___Jianguo Chen
______________phone number__302-831-2183__
Department: ___Foreign Languages and Literatures__email
address__chenjia@udel.edu__
Action: ____Add concentration_________________________________________________
(Example: add major/minor/concentration, delete major/minor/concentration, revise
major/minor/concentration, academic unit
name change, request for permanent status, policy change, etc.)
Effective
term_______10F______________________________________________________
(use format 04F, 05W)
Current degree________________________________________________________________
(Example: BA, BACH, BACJ, HBA,
Proposed change leads to the
degree of: _______BAAS FLL__________________________
(Example: BA, BACH, BACJ, HBA,
Proposed name:__ Chinese Studies______________________________________________
Proposed new name for revised or new major / minor /
concentration / academic unit (if applicable)
Revising or Deleting:
Undergraduate major /
Concentration:______________________________________
(Example: Applied Music – Instrumental degree BMAS)
Undergraduate minor:____________________________________________________
(Example: African Studies, Business Administration, English, Leadership, etc.)
Graduate Program Policy
statement change:_________________________________
(Must attach your
Graduate Program Policy Statement)
Graduate Program of Study:______________________________________________
(Example: Animal
Science: MS Animal
Science: PHD Economics: MA Economics: PHD)
Graduate minor /
concentration:___________________________________________
Note: all graduate studies
proposals must include an electronic copy of the Graduate Program Policy
Document, highlighting the changes made to the original policy document.
List new courses required for
the new or revised curriculum. How do they support the overall program
objectives of the major/minor/concentrations)?
(Be aware that
approval of the curriculum is dependent upon these courses successfully passing
through the Course Challenge list. If there are no new courses enter “None”)
New courses:
CHIN 201 ‘Advanced Intermediate Chinese I’
CHIN 202 ‘Advanced Intermediate Chinese II’
CHIN 350 ‘Business Chinese’
CHIN 455 ‘Classical Chinese’
The two proposed 200-level courses will support the
Chinese program objectives by providing more internal coherency with regard to
curriculum content, focusing on sophisticated grammar structure, character
recognition and writing (both simplified and traditional), and composition
writing, currently split between three different courses (CHIN200, CHIN205, and
CHIN206). The two courses, CHIN201 ‘Advanced Intermediate Chinese I’ and
CHIN202 ‘Advanced Intermediate Chinese II’ will be a sequential offering to
provide students with a more systematic linguistic training, thus enabling them
to build their language skills in a coherent and practical manner. These two
courses will provide cohesion with the existing 200-level courses. While
CHIN205 and CHIN206 focus more on conversation, and
CHIN209 focuses more specifically on situational (formal) spoken language,
CHIN201 and 202 offer a systematic training in sophisticated grammar structure.
They will provide a foundation for CHIN301, which focuses on advanced
composition.
CHIN350 ‘Business
Chinese’ aims at preparing students for effective communication in casual and
formal business settings. The course will help students practice business
language use in common business situations, discuss company case analysis and
perform communicative tasks on news reports and other business related
multimedia materials. Students will
actively participate in the learning process via communicative,
task-orientated, and learner-centered activities such as role play, interview
and presentation in the target language. The course will incorporate discussion
of Chinese business culture and etiquette in order to promote socially appropriate
language use.
CHIN455 ‘Classical Chinese’
offers basic training in classical Chinese, which is the gem of the Chinese
language. As a language of the literati over the past thousand years, rich in literary,
aesthetic, philosophical and religious implications, classical Chinese was
unfortunately disrupted at the turn of the 20th century for
ideological considerations. This course introduces students to basic grammar
structures of classical Chinese, its syntactic patterns and historical
development, as well as comparison with modern vernacular Chinese. The course
will give students a sense of how the Chinese language evolved from its
classical form to modern Mandarin/standard form through studying a wide range
of readings in classical Chinese prose, literary and documentary writings. The
course will provide cohesion with other 400-level courses: CHIN467 (I)
‘Advanced Readings in Chinese: Issues in Contemporary Chinese Society,’ which
focuses on advanced instruction in Chinese grammar and reading, and CHIN467
(II) ‘Chinese Literature,’ which furnishes students with a general survey of
modern Chinese literature. The course number of these two courses will be redesignated as CHIN401 and CHIN405 to form a coherent set
of the 400-level courses with CHIN455.
Explain, when appropriate,
how this new/revised curriculum supports the 10 goals of undergraduate
education: http://www.ugs.udel.edu/gened/
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1) Attain effective skills in oral and written
communication, quantitative reasoning, and the use of information technology. The proposed 200-level courses: CHIN201 and
202 will help students attain effective language skills in speaking and
writing, in addition to listening and reading, through instruction in
sophisticated grammar structure. These effective skills will be further
enhanced by complementary courses that focus on conversation such as the
existing courses CHIN205 and 206. CHIN350 ‘Business Chinese’ focuses specifically
on preparing
students for effective communication in casual and formal business settings
in Chinese society. Information technology will be used extensively in all
these language courses such as the word-processing of Chinese language
documents, internet and other electronic multimedia use. CHIN455 will make extensive
use of the internet to illustrate the evolution of the Chinese language from
a classical form to its modern Mandarin/Standard form. |
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2) Learn to think
critically to solve problems. To study a foreign language is to learn how to express one’s views to
others in a target language by solving linguistic problems. It’s not a simple
matter of linguistic communication but instead involves critical thinking as
one explores issues in essay projects (e.g. In CHIN401 and 405). The
400-level courses (CHIN401 and 405, and the proposed: CHIN455), in
particular, help students think critically to solve problems. CHIN401 will
enable students to think through important issues in contemporary |
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3) Be able to work
and learn both independently and collaboratively. Language learning is both an individual endeavor and a collaborative
activity. While one needs to make individual efforts to learn to express
ideas in a target language, one also needs to work with others in the process
of communication. CHIN201 and 202 include individual and group work on a
regular basis, encouraging students to work in pairs and/or small groups for
pattern drills, conversation and other learning activities. CHIN350, the
business Chinese course, has a great deal of skit performance and other group
work that necessitate collaborative activities. CHIN455 ‘Classical Chinese’
features a good combination of individual endeavor and group collaboration as
we work through often difficult and challenging texts of classical Chinese. |
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4) Engage questions
of ethics and recognize responsibilities to self, community, and society at
large. While the lower-level CHIN
courses are focused primarily on basic language acquisition, the upper level
courses starting with CHIN301 enable students to discuss questions about contemporary
Chinese society and self in a target language. While CHIN209 and 301 deal
with situational use of language for social appropriateness that engages
students with the concepts of formal and casual language with different
registers, CHIN350 teaches students how to use Chinese appropriately for
different business occasions and situations that emphasize business culture and etiquette. CHIN455 gives students a rich
sense of how classical Chinese yields its implications on individual self in
relation to community in the Chinese society in the old times, and what does
it mean to learn classical Chinese in the 21st century. In the
300- and 400-level CHIN classes, whether language focused or literature
orientated, students learn to think through issues in the Chinese community such
as family, marriage, women’s liberation, one-child policy, the
economic reform and so on. |
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5) Understand the
diverse ways of thinking that underlie the search for knowledge in the arts,
humanities, sciences and social sciences. The proposed new curriculum promotes diverse ways of thinking between
humanities, arts, sciences and social sciences. CHIN305 and 405 (both are
literature courses) emphasize, through studying the literary and art work, a
humanistic approach to knowledge and its expression by engaging students in
questions about human activities. CHIN350 focuses more on a socio-linguistic
approach, dealing with effective communication in a large social context
that involves a profound knowledge of Chinese business culture and etiquette to promote
socially appropriate language use. CHIN455 engages students in exploring the
social, religious, and political implications of the texts of classical
Chinese by providing a meaningful perspective on the relation between
language, ideology, and society. |
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6) Develop the
intellectual curiosity, confidence, and engagement that will lead to lifelong
learning. To study a foreign language is necessarily to foster a curiosity and a
desire to learn new things about the culture behind that language. The new
curriculum challenges and engages students to pursue an intellectual search
for new knowledge about the culture of a target language and to learn to
express themselves in that language with confidence, whether in class or in
China. Organized learning activities such as regularly scheduled oral
presentations, skit performances, speech contests, conversation partnership
and so on, help develop students’ confidence in language use for effective
communication. Courses offered through the Study Abroad program such as
CHIN206 and 208 will further enhance such confidence by engaging students
with Chinese people on a daily basis. An intellectual curiosity for a foreign
language often leads to a lifelong pursuit of learning that language. |
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7) Develop the
ability to integrate academic knowledge with experiences that extend the
boundaries of the classroom. Learning a foreign language is not limited to the classroom setting.
Rather, it goes beyond its boundary to be an integral part of a student’s
daily life. In each of the CHIN courses, particularly at the 200-and
300-levels, students learn to apply their knowledge of grammar and vocabulary
to real-life communicative situations they try to describe, especially during
the Study Abroad program when they interact with Chinese people on a daily
basis. Other courses such as CHIN350 ‘Business Chinese’, CHIN405 ‘Chinese
Literature’, and CHIN455 ‘Classical Chinese’ aim to furnish students with a special
academic knowledge that they can use to better understand (1) Chinese
business culture and etiquette so as to function effectively in the real-life
situations, or (2) Chinese culture and society through a literary perspective,
or (3) the evolution of the Chinese language from a historical perspective.
Enhanced by other China-related courses such as FLLT331 ‘Introduction to
Chinese Films’ and FLLT330 ‘Modern Chinese Women Writers,’ these CHIN courses
will provide students with a solid foundation to further their pursuit of
Chinese studies upon graduation from UD, whether in formal studies or for
individual interests. |
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8)
Expand understanding and appreciation of human
creativity and diverse forms of aesthetic and intellectual expression. The upper-level CHIN courses are designed to introduce students to
important aspects of Chinese culture so that they are able to appreciate its
richness and subtlety in relation to its complexity and diversity. CHIN204
‘The Art of Chinese Calligraphy’ focuses on the evolution of Chinese characters, the aesthetics of Chinese brush
work, its influence on the development of East Asian calligraphy using Chinese
characters, ink and brush writing styles represented by noted calligraphers,
the relation between Chinese calligraphy and philosophy and painting, as well
as other forms of art including seal carving, ornate paperweights, and ink
stones. CHIN305 and 405 introduce students to literary forms, genres, styles
and literary movements characteristic of different
historical periods. In these courses student will learn to compare Chinese
narrative modes and forms of expression with those in Western literary works.
Other China-related courses such as FLLT331 (Chinese Films) will introduce
students to the aesthetics of Chinese cinema and its intellectual expression
that are greatly influenced by the aesthetics of traditional Chinese painting
and the logic of Chinese visual imagination. In CHIN355 ‘Chinese
Civilization’ students will be introduced to intellectual thought in ancient |
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9)
Understand the foundations of The upper-level courses, particularly CHIN405 and 455, enable students
to compare Chinese and American social situations as reflected in literary
works and in various kinds of business contexts. Although these courses do
not directly address American history and society, the textbooks and teaching
materials selected for the courses provide instructors with many
opportunities to engage students in classroom discussion that address, from a
comparative perspective, issues of social expectations, cultural difference,
racial diversity, and local customs such as gift-giving, the concept of
face-saving, business etiquette, family relations with regard to the concept
of filial piety, social hierarchy and so on. The comparative approaches
adopted in these courses enable students to come to understand their own
culture more deeply. Because the intermediate textbooks are intended
specifically for American students, they focus on comparison and contrast by
means of which students are made aware of the differences between Chinese and
American society in terms of family, dating, school life, human relation,
sports, etc. The culture courses FLLT 321, FLLT330, and FLLT331 introduce
students to Chinese literature and film by engaging them in comparing and
contrasting with Western literature and film, particularly American
literature and film (Hollywood films) so that students will have a broad view
of Chinese culture in relation to the West, especially to the USA, and have a
better understanding of their mutual influence on each other. |
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10) Develop an
international perspective in order to live and work effectively in an
increasingly global society.
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Identify other units affected
by the proposed changes:
(Attach permission from the affected units. If no other unit is affected, enter “None”)
It is important to know that while 3 credits in the
Chinese concentration may come from China-related courses offered in the
departments of Anthropology, Art History, History, Philosophy, Political
Science, such course selection is optional and the
proposed program of study does not depend on these courses in any way. The
proposed concentration will therefore have no great effect on other
departments.
Letters of support from the aforementioned units are
appended to this document.
Describe the rationale for
the proposed program change(s):
(Explain your reasons for creating, revising, or
deleting the curriculum or program.)
We are creating the concentration in Chinese Studies in
response to increasing student demand, as well as to accommodate a student
audience that is growing rapidly. Since the Chinese program was initiated seven
years ago, it has witnessed steady increases in student enrollment, from an
initial class of only 21 students at the 100-level in 2002 to an enrollment of
225 in the academic year of 2006-2007. Many of these students are currently
completing a Minor in Chinese and wish to continue their studies, leading to a FLL
Major with a concentration in Chinese. Many of these students are actually
taking more courses than are needed for a Chinese Minor. Taking a few additional
CHIN courses, especially at the 400-level and capstone, will enable them to
obtain a Chinese concentration, which is what this proposed program hopes to
achieve.
The proposed program will allow students to
profit from the rich expertise of the Chinese faculty that covers pedagogy,
Chinese linguistics (both applied and theoretical), teaching assessment,
literature, film, cultural studies, as well as calligraphy and Chinese poetics.
Well-trained, we are able to offer a wide range of courses required for any
Chinese B.A. degree program in any major research institution. More importantly,
we are able to offer a concentration in Chinese without having to request
additional faculty hires.
Lastly, we aim to become more competitive in the field
of providing Asia-related education in the region.
Program Requirements:
(Show the new or revised curriculum as it should appear
in the Course Catalog. If this is a
revision, be sure to indicate the changes being made to the current curriculum
and include a side-by-side comparison
of the credit distribution before and after the proposed change.)
DEGREE:
BACHELOR OF ARTS
MAJOR:
FOREIGN LANGUAGES AND LITERATURES
CONCENTRATION:
CHINESE STUDIES
Specific
requirements for this concentration are described below.
CURRICULUM
CREDITS
MAJOR
REQUIREMENTS
Twelve courses (36 credits), as follows.
Eight
courses in Chinese (24 credits):
Three
of: CHIN 2xx……………………………………………………………. . . . . . . 9
Two of: CHIN
3xx…………………………………………….………………………...6
Two
of: CHIN 4xx ……………………………………………………….……………6
One
CHIN 3xx (culture/literature) or 4xx (literature)….………. . . . . . . . . . . . .
. . . . . .3
Two
non-language courses in CHIN or FLLT (6 credits), selected from the following:
CHIN204
(calligraphy), CHIN 208 (culture & society, taught in
A
three-credit capstone experience (CHIN 4xx capstone if available, FLLT 490,
FLLT
495, or Thesis).…………………………………….…………………….. . . . . . . 3
One
additional course in China-related work (3 credits) may be selected from the
above list or chosen from offerings in
ELECTIVES
After
required courses are completed, sufficient elective credits must be taken to
meet the minimum requirement for the degree.
CREDITS
TO TOTAL A MINIMUM OF……………………………………………..124
ROUTING AND AUTHORIZATION: (Please do not remove supporting
documentation.)
Department Chairperson Date
Dean of College Date
Chairperson, College Curriculum Committee___________________________Date___________
Chairperson, Senate Com. on UG or GR Studies Date
Chairperson, Senate
Coordinating Com. Date
Secretary, Faculty Senate Date
Date of Senate Resolution Date to
be Effective ____________
Registrar Program
Code Date
Vice Provost for Academic Affairs & International
Programs Date
Provost Date
Board of Trustee Notification Date
Revised