TEACHING DOSSIER OF Kristina I. Medina- Vilariño by Marya Santiago

TEACHING DOSSIER OF Kristina I. Medina- Vilari単o

PhD Candidate in Spanish Spanish, Italian, & Portuguese University of Illinois at Urbana- Champaign

Fall 2011

Table of Contents

Statement of Teaching Philosophy Teaching Experience at the University of Illinois at UrbanaChampaign Measures of Teaching Effectiveness (U of I)  FORMAL STUDENT EVALUATIONS  CLASS OBSERVER REPORTS  TEACHING RECOGNITIONS Teaching Improvement  TEACHER SCHOLAR CERTIFICATE  GRADUATE TEACHER CERTIFICATE

Appendices 1. Sample of Student Evaluations 2. Sample of Syllabi Created for Span 326

Teaching Dossier of Kristina I. Medina- Vilariño

Statement of Teaching Philosophy Paulo Freyre, one of the most influential Latin American thinkers, developed a teaching philosophy based on social justice and critical thinking. According to Freyre, “Only authoritative educators deny solidarity between the act of educating and the one of being educated by a student.” Teaching makes me part of a larger community in which I share a space for learning with my students and colleagues. Therefore, I believe that it is important to know who my students are and about their experiences with the Spanish language and culture so that I can tailor my class to fit their needs. In addition, I am constantly learning from my students and improving my lesson plans by incorporating their feedback. To this end, I start my courses with a questionnaire that provides me with information about my students’ expectations for the class and their previous experiences with other cultures as well as the topics we will study. If it is a language class, the questionnaire includes a selfevaluation of their language skills. Their answers help me structure lesson plans, select materials based on their needs and make changes to the syllabus if necessary. In a literature class, their answers help to ensure that I cover material that will complement their knowledge on the subject and avoid emphasizing topics they have previously studied. If many students have studied abroad, I incorporate cultural references and readings that will motivate them to make connections to their experiences outside the United States. Likewise, I firmly believe that it is crucial to understand the cultural diversity of my students. In the case of Spanish for Heritage Speakers class, students’ linguistic and cultural backgrounds and learning experiences tend to vary more than in Spanish as a second language course. So, learning about their personal history is vital, and it allows me to customize the course to their specific needs and cultural references. The methodology, content and goals that guide my teaching and the resources I employ in the classroom have always being selected based on a constant dialogue with my students at the beginning, during and at the end of each course. Thus, student evaluations are an indispensable component of my professional growth. I believe that activities and assignments should foster critical thinking, strive for cultural relevance, and engage students in stimulating discussions. Incorporating films, documentaries, You Tube videos, comics, and other materials from popular culture helps me achieve these goals. For example, in a Spanish Composition course, I planned a two-day lesson on how to control the discursive tone in a persuasive essay. Students watched a short video of Ernesto Che Guevara’s famous speech on socialism to the United Nations (1964). Taking the role of the audience, students were asked to analyze the tone of his speech. Their lack of historical context forced them to pay special attention to the adjectives, verbs and nouns that strengthened the speech, driving them to the main goal of the lesson which was to apply the most appropriate register for their texts. They came to very solid conclusions solely based on Guevara’s word choice, such as “to provoke versus to aggravate, capitalist versus imperialist.” After hearing their opinions, I took the opportunity to briefly explain the context in which the speech took place. In doing so, this video introduced students to an economic and political perspective that changed the course of Latin American and Caribbean history, while showing them that our word choice can have a tremendous impact on how our audience receives the message we are trying to convey. At the end of the class period, students completed a series of activities focusing on word choice and applying the conclusions to which they arrived during discussion. I strive to foster a classroom environment of collaborative work and equality, where students share ideas and help each other. This way, students have an active role in their learning process and volunteer to participate more in class, whether in group work, presentations or open discussions. My responsibility as an instructor is to facilitate their learning, and this means that I must break away from a teacher-centered classroom. In 3

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addition, motivating students to search for learning venues outside our class encourages them to share their knowledge with other people, building bridges between their college experience and their community. I also use online resources such as blogs, discussion forums, and wikis to foment a more global approach to learning. My collaborative philosophy towards teaching extends to the community, as I encourage students to attend cultural activities related to topics discussed in class. In my Latin American Cultural Studies course, students must attend the Latin American Film Fest or another conference or activity offered in the community and then write a critical response based on the event they attended. Likewise, bringing other speakers to our classroom has provided students with a different perspective on the topics discussed in class. Occasionally, I have moved class to a university cultural center. For example, in my Oral Spanish course, students watched the documentary De nadie, based on the Central American migrants’ journey through Mexico on their way to the United States. We met at La Casa Latina (a space to promote the Latino Cultures on campus) to discuss a list of questions based on the documentary, which guided them into their own critical assessment on the issue of Latin American migration to the United States. This change in the classroom setting also allowed me to introduce them to the mission of this cultural house and to make them feel welcomed to participate in their activities. My teaching philosophy has also been significantly shaped by cooperative work with other instructors with whom I have created teaching materials, exchanged ideas on lesson plans, organized reading groups on teaching methodology, and prepared presentations. Two of the products of working with my colleagues were a collaborative presentation on “Critical Thinking and Social Justice as a Tool for Cultural Competence in the Spanish Language Classroom” and an open forum for the members of the Puerto Rican Students Association (PRSA) on the construction of Puerto Rican identities titled “Neither here nor there: as we cross the puddle.” I have learned tremendously about students’ interests in Latin American and Latino cultures by working closely with this and other cultural organizations. Many of my teaching practices have been enhanced through my involvement with the University of Illinois’ Center for Teaching Excellence (CTE), where I completed a Teaching Scholar Certificate and a Graduate Teacher Certificate. I have attended various workshops offered by the CTE and by the College Board’s Advance Placement Exam to complement my academic preparation on Hispanic literatures, language, and cultures. After more than ten years of being both a student and an educator, I have concluded that teaching is a personal, dynamic, and reciprocal process. When we give our best to students we become part of a larger community because knowledge is a tool for change that they will take with them outside the classroom, and that will form their opinions as members of a society. Through knowledge we also pass on to our students a responsibility towards outreach. One never stops being a teacher and a student at the same time.

Teaching Dossier of Kristina I. Medina- Vilariño

Teaching Experience at the University of Illinois at Urbana- Champaign Associated Term Fall 2011 UrbanaChampaign Spring 2011 UrbanaChampaign Fall 2010 UrbanaChampaign Fall 2010 UrbanaChampaign Summer 2010 UrbanaChampaign Spring 2010 UrbanaChampaign Spring 2010 UrbanaChampaign Spring 2010 UrbanaChampaign Fall 2009 UrbanaChampaign Fall 2009 UrbanaChampaign Fall 2009 UrbanaChampaign Summer 2009 UrbanaChampaign Spring 2009 UrbanaChampaign Spring 2009 UrbanaChampaign

Course

Course Title

Credits

SPAN 326

Cultural Studies Americas II

3.000

SPAN 228

Spanish Composition

3.000

SPAN 228

Spanish Composition

3.000

SPAN 228

Spanish Composition

3.000

SPAN 250

Intro to Literary Analysis

3.000

LAST 170

Introduction to Latin America

3.000

LAST 170

Introduction to Latin America

3.000

LAST 170

Introduction to Latin America

3.000

LAST 170

Introduction to Latin America

3.000

LAST 170

Introduction to Latin America

3.000

LAST 170

Introduction to Latin America

3.000

SPAN 208

Oral Spanish

3.000

LAST 170

Introduction to Latin America

3.000

LAST 170

Introduction to Latin America

3.000

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Level

Campus

Graduate UrbanaChampaign Graduate UrbanaChampaign Graduate UrbanaChampaign Graduate UrbanaChampaign Graduate UrbanaChampaign Graduate UrbanaChampaign Graduate UrbanaChampaign Graduate UrbanaChampaign Graduate UrbanaChampaign Graduate UrbanaChampaign Graduate UrbanaChampaign Graduate UrbanaChampaign Graduate UrbanaChampaign Graduate UrbanaChampaign

Urbana-Champaign

Spring 2009 UrbanaChampaign Fall 2008 UrbanaChampaign Fall 2008 UrbanaChampaign Fall 2008 UrbanaChampaign Fall 2008 UrbanaChampaign Summer 2008 UrbanaChampaign Spring 2008 UrbanaChampaign Fall 2007 UrbanaChampaign Fall 2007 UrbanaChampaign Fall 2007 UrbanaChampaign Spring 2007 UrbanaChampaign Fall 2006 UrbanaChampaign Fall 2006 UrbanaChampaign Fall 2006 UrbanaChampaign Fall 2006 UrbanaChampaign

LAST 170

Introduction to Latin America

3.000

SPAN 200

Readings in Hispanic Texts

3.000

LAST 170

Introduction to Latin America

3.000

LAST 170

Introduction to Latin America

3.000

LAST 170

Introduction to Latin America

3.000

SPAN 225

Intro Hispanic Literature I

3.000

SPAN 143

Span for Heritage Speakers II

4.000

SPAN 125

Span for Heritage Speakers I

4.000

SPAN 204

Practical Review of Spanish

0.000

SPAN 204

Practical Review of Spanish

0.000

SPAN 143

Span for Heritage Speakers II

4.000

SPAN 122

Elementary Spanish

4.000

SPAN 122

Elementary Spanish

4.000

SPAN 122

Elementary Spanish

4.000

SPAN 122

Elementary Spanish

4.000

Teaching Dossier of Kristina I. Medina- Vilari単o

Urbana-Champaign

Measures of Teaching Effectiveness FORMAL STUDENT EVALUATIONS I have always received positive feedback as a university instructor and TA. Student evaluations from 21 of 29 courses taught from 2006 to 2011 reflect a mean score of 4.2 and 4.0 (on a five point scale, where 5 represents “exceptionally high” and 1 represents “exceptionally low”) in items related to my overall teaching effectiveness and the overall quality of courses, respectively. During the past two years, 72% of 79 students surveyed (95% response rate) in the Latin American Studies (LAST 170) and Spanish (SPAN 228) courses taught at UIUC rated my overall teaching effectiveness as “Exceptionally high” or “High”, while 20% rated it as “Satisfactory”. In these courses, 60% rated the overall quality of my course as “Exceptionally high” or “High”, while 27% rated it as “Satisfactory”. The following figure depicts a summary of student evaluations. Also, samples of student evaluations can be found in the Appendices.

In the space reserved for personal comments, some students wrote: 

“Very knowledgeable and always willing to help. Great TA.”

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            

 

          

“Enthusiastic, wanted class to get involved, understanding and flexible. Helped my Spanish writing a lot.” “Asked questions, checked if we were clear and if not would ask us.” “She is knowledgeable. Very fair.” “She took time to ask us what we liked about the class and modified it accordingly.” “Always asked for input to better class. Very accommodating and understanding.” “Very effective teaching style.” “She is relatable because she knows what we are into and she relates it to the class work.” “She’s very interested in what we’re doing and kept me motivated to keep going. So nice too!” “The instructor gave us excellent feedback on the compositions.” “She was organized in putting together class discussions.” “Great teacher. Enthusiastic. Definitely, the most challenging Spanish class I’ve had…which I suppose is good.” “She knew all the material and explained it well. “She is very sweet and nice. She understood her students well and made sure they were getting the material. … I had a wonderful experience. I heard negative things about this class but you proved them wrong. It was a pleasure being part of your class!” “The way she taught the class and was able to make us understand.” “Can see her passion/knowledge of Spanish literature. Excellent at explaining. Personable and approachable. Great class discussions, helped to review the material at a literal level before analyzing.” “Kristina had an excellent understanding of the material and literature.” “She was always prepared and willing to adapt to any changes that the students needed.” “Very good, excellent teacher.” “I liked the fact that the teacher was always there to help and answer questions.” “She encouraged the students to participate and was always willing to help.” “Very fair.” “Grading was fair.” “She was organized and always encouraged everyone to join in discussion.” “Kept me focused.” “Great presentation and explanation of the material.” “Good at giving examples, demonstration ad understanding of knowledge.”

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       

“She encouraged al of us as a class to participate and tried to help us to feel comfortable in her classroom.” “Always listened to what students had to say.” “Exam grading was excellent.” “Liked discussion (of which Kristina was in charge). It was much better than lecture.” “Very good at explaining. Always prepared.” “Very enthusiastic. Made class fun, good instruction.” “Everything helped my language improve dramatically, everything worked as a workshop.” “Improved my Spanish greatly and understood culture more.”

I believe that these comments reflect my commitment to using a variety of teaching strategies in order to respond to students' different learning styles. Examples of these strategies can be evidenced in a sample of syllabi designed for two Spanish courses included as appendices at the end of this document.

Teaching Dossier of Kristina I. Medina- Vilariño

CLASS OBSERVER REPORT (SPAN 228)

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TEACHING RECOGNITIONS

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Fall 2006

Fall 2007

Spring 2008

Summer 2009

Fall 2010

Spring 2011

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Teaching Improvement

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APPENDICES Sample of Student Evaluations (Span 228 and Last 170) Sample of Course Syllabi Designed (Span 326 and Span 250)

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SPAN 228 Sec. C1- Fall 2010

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SPAN 228 Sec. D1- Fall 2010

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LAST 170- Fall 2009

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Sample of Course Syllabi

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SPAN 326 LAS OTRAS CULTURAS: RESCRITURAS HISTÓRICAS DE LATINO AMÉRICA , EL CARIBE Y ESTADOS UNIDOS 53123 C 02:00 PM - 02:50 PM MWF 1120 Foreign Languages Bldg. Medina-Vilariño, Kristina I. Horas de oficina: 4150ª FLB, viernes 12-1pm o por cita oficina Correo electrónico: kmedina4@illinois.edu

Descripción: Este curso explora las representaciones culturales latinas y latinoamericanas de principios del siglo XIX, XX y XXI que cuestionan la historia oficial. Los textos e imágenes estudiados en clase actúan como respuestas o rescrituras de las construcciones históricas de raza, clase, género y sexualidad que constituyen la identidad nacional y/o cultural de diferentes grupos étnicos. Sin embargo, este curso no se limita a lo acontecido en el espacio geográfico latinoamericano, sino que investiga cómo estas discusiones están también presentes en Estados Unidos a través de la historia política mundial, las migraciones y los procesos económicos neoliberales.

Requisitos generales: Este curso depende grandemente en la preparación de los estudiantes sobre los materiales asignados y su participación activa en las discusiones. Durante el semestre, se les pedirá que estén familiarizados con las lecturas, películas, documentales y demás materiales requeridos para la clase y establecidos en el calendario de clases. También se esperará que el estudiante investigue de manera independiente (google searches) sobre el contexto histórico y demás términos discutidos en clase. Sin embargo, el objetivo principal de esta clase en todo momento es que el estudiante logre relacionarse con el material, a la vez que desarrolla una postura crítica informada sobre los temas estudiados.

Evaluación: La nota final constará de los siguientes componentes: Participación 20% •

asistencia diaria y a tiempo 25

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•

preparación

•

participación activa

•

toma de notas sobre la información discutida

Todos estos factores son esenciales para completar la clase exitosamente. Aún más, todo trabajo escrito será evaluado según la capacidad que demuestre el estudiante para relacionarse con las discusiones en clase y con los asuntos fundamentales presentados en las discusiones orales.

Examen de medio término 15% (2-3 páginas) El examen consistirá de preguntas de análisis sobre los temas, materiales y discutidos en el curso hasta el momento. La parte final del examen consistirá de un análisis de otros ejemplos no incluidos en clase, producto de la investigación independiente del estudiante sobre los asuntos discutidos en clase.

Reacción crítica 15% (3 páginas, doble espacio, tamaño 12, márgenes 1ʺ) Las reacciones críticas pueden ser basadas en los textos, documentales y películas discutidos en clase, o en otros materiales adicionales que sean del interés del estudiante, pero que se relacionen al tema general del curso. El estudiante debe seleccionar un texto (literatura, canción, documental, imagen, película o cualquier tipo de expresión artística o social) que refleje un cambio cultural. En otras palabras, el texto seleccionado debe representar una versión alterna de la historia oficial de algún país, cultura o comunidad étnica. El ensayo debe contener los siguientes elementos: 

identificar el cambio propuesto y analizar como introduce o promueve algún cambio.



especificar de qué tipo de cambio se trata (social, político, artístico, etcétera…) y en qué consiste.



contextualizar históricamente el análisis y explicar cuál es la historia oficial a la que responde y cuestiona.



discutir qué estrategias el texto emplea para lograr este cambio y hacerlo lo más efectivo posible. ¿Cómo se presenta la propuesta como una viable y más deseable que la anterior o la existente (la aceptada como la oficial / el status quo)

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

analizar la efectividad de la propuesta alterna que hace el texto. ¿Hasta qué punto tiene la capacidad de crear cambio? ¿Qué limitaciones (si alguna) presenta?

Se recomienda que el estudiante cite evidencia directamente del texto para probar su argumento. Sin embargo, no es necesario incluir investigaciones adicionales al texto analizado. Sin embargo, es posible utilizar la teoría y terminología discutida en clase. Ensayo final 15% (5-6 páginas doble espacio, tamaño 12, márgenes 1ʺ) Incluye todos los componentes de la respuesta crítica pero debe incluir referencias a investigaciones adicionales. El trabajo debe incluir al menos 3 referencias a otros trabajos realizados en el tema y cuáles son algunas de las posturas críticas al respecto. Para una guía de cómo realizar este análisis ver Elements of Styles de Strunken White.

Presentaciones 15% Más detalles en el curso.

Mapa cultural de las discusiones y ensayo 15% Ubicar las discusiones y temas cubiertos en clase en un mapa geográfico, trazando las conexiones entre ellos. Este mapa debe incluir el material de las presentaciones de todos los estudiantes en clase. Algunos ejemplos disponibles en: http://www.bharatvoice.com/wp-content/uploads/2010/02/india-cultural-map.jpg http://www.transanatolie.com/English/TransAnatolie%20Tours/Cultural%20Map%20of%20Tur key.jpg La imagen debe ir acompañada de: 

una descripción escrita de estas conexiones (2 páginas doble espacio, tamaño 12, márgenes 1ʺ)



una reflexión sobre las discusiones en clase. ¿Cómo se relacionan con el estudiante? ¿Qué aspectos de la discusión y/o de los textos han contribuido o limitado tu habilidad para entender el material? ¿Qué temas han sido de mayor impacto? ¿Por qué? (1 página doble espacio, tamaño 12, márgenes 1ʺ)

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Ética profesional: Siempre es necesario revisar los principios y procedimientos establecidos en el Code of Policies and Regulations Applying to All Students [http://www.admin.uiuc.edu/policy/code/]. Presten especial importancia a la Sección 4, “Academic Integrity.” En esta se define el plagio (plagarism) como: “Representing the words or ideas of another as one’s own in any academic endeavor. This includes copying another student’s paper or working with another person when both submit similar papers without authorization to satisfy an individual assignment.”

LAS VIOLACIONES A LA LEY DE INTEGRIDAD ACADEMICA NO SERÁN TOLERADAS.

**Students with disabilities: Please contact the instructor as early in the semester as possible if you anticipate the need for accommodation of a disability, so that we can make any necessary arrangements, in coordination with the Office of Disability Resources and Educational Services.

Teaching Dossier of Kristina I. Medina- Vilariño

SPAN 326: LAS OTRAS CULTURAS: RESCRITURAS HISTÓRICAS DE LATINO

Semana

Para discutir en clase

1. Los estudios culturales latinoamericanos: ¿Qué? ¿Por qué?, ¿Para quién?

Introducción a los estudios culturales latinoamericanos (y latinos) Debates y perspectivas en los estudios latinoamericanos , latinos y estudios étnicos en Estados Unidos Los Desaparecidos: Argentina La historia oficial (ver película en clase) Construcciónes Raciales y Nacionalismo en Latinoamérica y el Caribe: Discusión teórica del nacionalismo y nación en el Caribe Identidades Queer: latinidades y la diáspora

2. La construcción de la historia y sus versiones

3. AfroLatinoamérica

4. Género y sexualidad en Latinoamérica

Para entregar en clase

AMÉRICA, EL CARIBE Y ESTADOS UNIDOS En preparación ver/leer en casa: Todas las lecturas estarán disponibles en e-reserve o serán enviadas por correo electrónico. 1)Lecturas seleccionadas de Critical Latin American and Latino Studies. Juan Poblete (Ed.) Introducción y capítulo 1

Notas de la semana

2)“Arizona Bans Ethnic Studies.” The National 3)“War on Ethnic Studies.” Anne Wrinkler-Morey 5)“Affective Value on Ethnic Studies.” Lisa Marie Cacho 1)Trouillot, Michel-Rolph. Silencing the Past. “The Power in the Story” 2)Conceptos clave: los desaparecidos en Latino América, La Guerra Sucia, Operación Condor 1) Ver Black in Latin America http://www.pbs.org/wnet/black-in-latinamerica/category/video/

(2 días de clase) *lunes 5 de septiembre: Día del trabajo (no hay clases)

2)Stuart Hall. “Identity and Diaspora” 3) Aurora Levins Morales “Puerto Rico Journal” ,“ Ending Poem” en Getting Home Alive 1)“We Came all the Way from Cuba so you could dress like this” Achy Ovejas 3)Selecciones de Next of Kin . Richard T. Rodríguez

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Los estudiantes preparan en casa sus preguntas para el examen de mitad del semestre.

7. Ambientalismo y Los proyectos de globalización conservación ecológica en Suramérica, Ver en clase el documental 180 Degrees South 8. Arte y El uso de la comunidad música y la fotografía como instrumento de reformación social: Ver en clase Waste Land (documental); El merengue y el Trujillato en la República Domincana 9. Turismo e El Turismo sexual identidad en el Caribe Ver Sanky Panky en clase 10. Presentaciones

viernes 23 de septiembre: entregar examen viernes 7 de octubre: Reacción crítica

6. El mapa y la historia silenciada

Intersecciones de poder: raza, género, sexualidad y clase en Brazil. Ver selecciones de City of Men en clase Ecuador: colonialismo, geografía e historia

1) Lectura de selecciones de Race in Another America. “Racial Discrimination.” Edward E. Telles 2) concepto clave: “Race as a social construction”

visita de Clara Valdano, ABD

1)concepto clave: Conservación Patagonia http://www.conservacionpatagonica.org/

Organizar las presentaciones. Los estudiantes deben comenzar a trabajar en ellas.

1) Jorge Duany."Ethnicity, Identity, and Music: An Anthropological Analysis of the Dominican Merengue"

Invitada Pamela Cappas-Toro ABD

2.)Martha Ellen Davis. "Music and Black Ethnicity in the Dominican Republic

1)“Las Viajeras” ( ensayo) .Ángela Núñez 2)Selecciones de Sun, Sex and Gold de Kamala Kempadoo

11. Presentaciones

Los estudiantes se reúnen en clase el viernes para discutir sus exámenes e intercambiar ideas

Las lecturas serán anunciadas más adelante

Comienzan las presentaciones

5. Clase, raza y espacio en Latinoamérica

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12. Presentaciones

14. Imperialismo norteamericano en Latinoamérica

Representacione s Latinoamericanas en la cultura popular de Estados Unidos, políticas intervencionistas y su efecto en Latinoamérica; el cuerpo de la latinidad, Ver selecciones de Bananas is my Business de Carmen Miranda en clase

Intervenciones económicas y latifundios en Centroamérica y Colombia: la empresa bananeras

1)Selecciones de Cuba in the American Imagination de Louis Pérez

viernes 18 de noviembre: entregar el ensayo final

13. Imágenes Latinoamericanas en Estados Unidos

(2 días de clase) *viernes 11 de noviembre: Día de los veteranos

2) “The Lady in the Tutty Fruity Hat: Carmen Miranda a spectacle of Ethnicity” de Shari Roberts

Receso de Acción de Gracias: sábado 19 de noviembre- domingo 27 de noviembre

1)“La United Fruit Co.” (poema) Pablo Neruda 2) Selecciones de los Cuadernos Centroamericanos 4) Ver anuncio de Chiquita Bananas: http://www.youtube.com/watch?v=RFD OI24RRAE

Conclusiones y discusiones entre alumnos

lunes 7 de diciembre: entregar en clase y discutir la tarea final: mapa cultural y reflexión

3)concepto clave: las masacres bananeras 15. Conclusiones

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(dos días de clase) *viernes 9 de diciembre: primer día de exámenes finales