Overview:

• Faculty
• Courses
• Study abroad
• Day of the Dead

Faculty:

• José R. Ballesteros, Associate Professor of Spanish. B.A., M.A., Ph.D., University of Kansas. José R. Ballesteros was born in Quito, Ecuador. He emigrated to the United States in 1986. As an undergraduate at the University of Kansas, José studied Political Science. Almost by accident José began a Masters degree in Spanish Literature. While working on this degree, he fell in love with the profession. He is currently finishing his Ph. D. in the Spanish Department at the University of Kansas. His dissertation El imperio desde el centro: representaciones indianas sexualizadas en la literatura del Siglo de Oro español studies the portrayal of American themes in XVII century Spanish literature. José Ballesteros was also a visiting instructor at Universidad San Francisco de Quito. Currently José is working on a Spanish literary anthology. He is also active in the field of contemporary Latin American Poetry as both writer and scholar.

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• Joanna Bartow, Associate Professor of Spanish (2001). A.B., Washington University; Ph.D., Yale University. Dr. Bartow grew up in New York City and exchanged her long-time ambition to become an architect for her love of Spanish and Spanish American writing. After receiving her A.B. in Spanish with an honors thesis on Rosario Castellanos and a minor in German, she studied for a year at the U. of Cologne, Germany. During her graduate studies in Spanish she spent a year in Mexico City under a Fulbright grant at the Interdisciplinary Women's Studies Program at the Colegio de México. Her dissertation examined Latin American women's testimonial writing and fiction, and their relation to critical theory. Prior to joining the faculty of St. Mary's Dr. Bartow taught for several years at Austin College, Texas, and did research in Buenos Aires, São Paulo, and Seville. Her current research focuses on 20th-century Latin American women's literature and feminist theories, literary responses to dictatorship, and representations of urban space. She is also passionate about music, art, and architecture, both Latin American and otherwise.

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• Leslie Bayers, Assistant Professor of Spanish. B.S., M.A., University of Wisconsin-Madison; Ph.D., University of Kansas.

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• Jorge R. Rogachevsky, Professor of Spanish (1987). B.A., Ph.D., State University of New York at Buffalo. Dr. Jorge Rogachevsky was born in Buenos Aires, Argentina. He emmigrated to the United States in 1964. In 1975 he received a B.A. in English, and in 1987 a Ph.D. in Comparative Literature with minors in Literature and Psychology and Literature and History, both from SUNY Buffalo. His dissertation, Nicolás Guillén and Heberto Padilla: The Revolutionary and the Romantic, was a study of two prominent Cuban poets within the context of the Cuban Revolution. Prior to joining the faculty at St. Mary's College of Maryland, Dr. Rogachevsky taught at Temple University and Germantown Friends School in Philadelphia. His current research interests center on Guatemalan literature and culture. In 1993-94 Dr. Rogachevsky spent a year in Guatemala as a Fulbright Scholar.

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• Israel Ruiz Cumba, Associate Professor of Spanish (1992). A.B., Universidad de Puerto Rico; A.M., Ph.D., Brown University. Born in Puerto Rico, he came to the United States to study Latin American Literature in Hispanic Studies Department at Brown University in Providence, Rhode Island. He received his Ph.D. from Brown in 1995. His thesis explores postmodern representations of Puerto Rican national identity in the novels and chronicles of Edgardo Rodríguez Juliá. His research interests include: the literary construction of narrative authority, the role of the intellectual in society and discourses of national identity - especially in the 19th and 20th century Caribbean literature and popular culture. In addition, he is interested in exploring racial and political issues in the cultural productions of the many Afro-Caribbean Diasporas in the Unites States. He has published poetry and scholarly articles on these issues in newspapers such as Claridad, and in journals such as INTI: Revista de Literatura Hispánica, Casa de las Américas, La Torre: Revista de la Universidad de Puerto Rico. Finally, being a published poet himself, he is genuinely interested in anything related to poetry.

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Course catalog: SPANISH COURSES (ILCS)

• ILCS 101. Elementary Spanish I (4E)
  An introduction to the basic structures of spoken and written Spanish and an introduction to Hispanic cultures as expressed in language and other cultural forms. This course is for students beginning the study of Spanish. Each section of ILCS 101 focuses on a specific culture topic.

• ILCS 102. Elementary Spanish II (4E)
  A continuation of the study of basic grammar and Hispanic cultures begun in ILCS 101, with further attention to communicative goals. Each section of ILCS 102 focuses on a specific culture topic. This course satisfies the General Education requirement in foreign language. Prerequisite: ILCS 101 or equivalent as determined by the Foreign Language Proficiency Test.

• ILCS 110. Accelerated Elementary Spanish (4E)
  An accelerated study of the communicative and cultural material presented in ILCS 101 and ILCS 102. Designed for students who have some prior knowledge of Spanish. Each section of ILCS 110 focuses on a specific culture topic. This course satisfies the General Education requirement in foreign language. Prerequisite: Admission determined by Foreign Language Proficiency Test.

• ILCS 201. Intermediate Spanish I (4E)
  This course is the first half of the intermediate level sequence in Spanish language. Students will do a thorough review of all grammatical structures studied in the first year of Spanish. Students will also build on this foundation by studying additional grammatical structures. Emphasis will be given to developing proficiency in the use of the past tense and in developing a working use of the subjunctive mood. In addition, students will work to develop reading and writing skills through short compositions and a cultural project that requires the reading of current media from Spain and Latin America. Particular attention will also be paid to social and historical contexts of Spanish speaking countries. Class participation will also be strongly emphasized. Prerequisites: ILCS 102 or 110 or equivalent as determined by the Foreign Language Proficiency Test.

• ILCS 202. Intermediate Spanish II (4E)
  This course is the second half of the intermediate level sequence in Spanish language. Students will continue to work towards mastering all grammatical structures in the indicative mood, and will deepen their proficiency in the use of the subjunctive. The continued development of reading and writing skills will also be emphasized with the incorporation of a major reading and research project. Class participation will continue to be strongly emphasized. Prerequisite: ILCS 201 or equivalent as determined by the Foreign Language Proficiency Test.

• ILCS 206. Introduction to Literature in Spanish (4E)
  Students will study short literary texts representing several periods and genres. Particular attention will be paid to the social and historical context of the literature. Grammar will be reviewed only as needed. Written assignments will be based primarily on readings. This course satisfies the general education requirement in literature. Prerequisite: ILCS 202 or equivalent as determined by the Foreign Language Proficiency Test.

• ILCS 360. Advanced Writing Workshop (4)
  Close study of grammatical and stylistic structures as they apply to various writing assignments, including translations between English and Spanish. Writing assignments, grammar review, and discussions in a workshop format will provide the methodology for developing each student's self-expression in Spanish, and for improving mastery of grammar and composition. As a final project students will produce a publication of their work.
  Prerequisites: ILCS 206 or consent of the instructor.

• ILCS 361. Indigenous Cultures in Latin America (4)
  Indigenous cultures in Latin America began to develop a rich tradition as early as two thousand years before the Christian era. These traditions led to the rise of highly complex civilizations. In certain places of Latin America, such as Guatemala, southern Mexico, and the Andean region of South America, indigenous cultures are still extant. In this course we will explore both the current realities of indigenous cultures in parts of Latin America, as well as pre-Columbian and colonial antecedents. The content of the course will vary, sometimes focusing more on historical background and at other times on contemporary conditions; at times the course may focus on a single indigenous tradition, and at others may provide a more panoramic perspective. Readings will be in Spanish. May be repeated for credit with permission of the instructor. Prerequisite: ILCS 206 or consent of the instructor.

• ILCS 362. African Diaspora Cultural Expressions in Latin America (4)
  This course explores the myriad historical, cultural, and artistic contributions of African culture(s) in the Diaspora to the formation of the Hispanic world-including Spain, the Americas, and the Caribbean. May be repeated for credit with permission of the instructor. Prerequisite: ILCS 206 or consent of the instructor.

• ILCS 363. Cultural Perspectives on Gender (4)
  This course focuses on cultural constructions of gender as they are represented in literature, art, film, and /or social movements. Special attention will be given to individuals' and collectives' strategies to redefine traditional cultural values related to gender. We will also consider how the relationships among gender, race, and social class affect who produces national discourse and how. Artistic and social expression from different historical periods in Spanish, Latin American, and/or Latino/a cultures will be the basis of our discussionsMay be repeated for credit with permission of the instructor. Prerequisites: ILCS 206 or consent of the instructor.

• ILCS 365. Creating for Social Change (4)
  Historically, as well as today, there is a link between cultural production and the commitment to address social concerns in both Latin America and Spain This course explores the ethical and aesthetic aspects of texts which have as their obvious aim the promotion of social change within the societies where they were produced. May be repeated for credit with permission of the instructor. Prerequisite: ILCS 206 or the consent of the instructor.

• ILCS 368. The Construction of Nationalism and Cultural Identity (4)
  This course examines the topic of nationalism as it has emerged in Latin America from the independence wars to the present. Special consideration will be given to historical, social, and political conditions that gave rise to particular national discourses, particularly in relation to race, class, gender, anticolonialism, revolution, and globalization Prerequisites: ILCS 206 or consent of the instructor.

• ILCS 369. The Problematic of Modernity (4)
  The concept of modernity is associated with the impact of the Industrial Revolution on society, and all the attendant transformations and dislocations that this revolutionary mode of production brought about. In the Spanish-speaking world, modernity was experienced as a crisis of identity due to the highly uneven social and economic development that was characteristic of Spanish-speaking societies. This course examines the many manifestations of this identity crisis in writings and/or other creative expressions produced during the 19th and 20th centuries May be repeated for credit with permission of the instructor. Prerequisite: ILCS 206 or consent of the instructor.

• ILCS 370. Postmodernity and Globalization (4)
  Postmodernity is a much-debated and ambiguously-defined term that attempts to describe historical and cultural developments since the 1970s, and dovetails with the concept of globalization, which first described economic developments and has now broadened to encompass ideas about cultural phenomena. The decades since the 1970s have produced often divergent socio-political experiences and artistic expressions in Spain and Latin America, but for both regions this period has meant a reevaluation of popular cultures, of political participation, and of regional and national identities by many writers, artists, and activists. In Latin America this reevaluation sometimes emerged in response to dictatorship, civil war, neoliberal policies; in Spain it emerged as the return to democracy after 36 years of conservative dictatorship created a radical shift in popular and artistic expression. This course explores "postmodernity" and "globalization" from Spanish and/or Latin American perspectives through literature and other arts in the context of these socio-political changes since the late 20th century. Prerequisite: ILCS 206 or consent of the instructor.

• ILCS 372. Multicultural Characteristics of Early Modern Spain (4)
  This course examines the social, economic, cultural, and artistic evolution of the Iberian Peninsula from the Muslim invasion in the 8th century to beginning of the Spanish Empire's decline in the 17th century. Selected works will be examined as manifestations, critiques and defenses of the political, social, cultural characteristics of Spain’s development into the world’s most powerful empire. Special attention will be given to the influence various cultures within the Peninsula, as well as Spain’s contact with its colonies, had on the formation of its identity as a modern state. Prerequisites: ILCS 206 or consent of the instructor.

• ILCS 440. Special Topics in Hispanic Studies (4AS)
  Advanced study of a topic, theme, problem, or major figure in Hispanic literature or culture. May be repeated for credit. Prerequisites: Two 300-level ILCS courses or consent of the instructor. ILCS 493/494. St. Mary's Project (1-8E) A student-initiated and student-executed project of eight semester-hours is the senior capstone experience, to be carried out in the language of study (with the exception of Chinese). The project may be a research project in literary or cultural studies, a creative-expressive project involving the arts, or a pedagogical project involving teaching applications. Also, depending on the focus of the student's course work and interests, the project can be single or multi-disciplinary based. Whatever the nature of the project, students must demonstrate in it: 1) linguistic competence equal to the task, 2) a method of approach and execution appropriate to the task, 3) adequate knowledge of the particular area of research or endeavor, 4) an ability to analyze and reflect upon this knowledge in order to integrate it with knowledge in other areas of inquiry or performance, and 5) the readiness to critically discuss and publicly share the results of the project. Prerequisites: the Junior Seminar; approval of a faculty project mentor; approval of the department chair of the student's major(s). NOTE: Students whose projects are to be based on material collected "in the field" while studying abroad during their junior year or while engaged in off-campus apprenticeships or internships should discuss their plans with a faculty adviser as early as the second semester of their sophomore year. This course is repeatable for up to a total of eight semester-hours.

• ILCS 493/494. St. Mary's Project (8E)
  A student-initiated and student-executed project of eight semester-hours is the senior capstone experience, to be carried out in the language of study (with the exception of Chinese). The project may be a research project in literary or cultural studies, a creative-expressive project involving the arts, or a pedagogical project involving teaching applications. Also, depending on the focus of the student's course work and interests, the project can be single or multi-disciplinary based. Whatever the nature of the project, students must demonstrate in it: 1) linguistic competence equal to the task, 2) a method of approach and execution appropriate to the task, 3) adequate knowledge of the particular area of research or endeavor, 4) an ability to analyze and reflect upon this knowledge in order to integrate it with knowledge in other areas of inquiry or performance, and 5) the readiness to critically discuss and publicly share the results of the project. Prerequisites: ILCT 393; approval of a faculty project mentor; approval of the department chair of the student's major(s). NOTE: Students whose projects are to be based on material collected "in the field" while studying abroad during their junior year or while engaged in off-campus apprenticeships or internships should discuss their plans with a faculty adviser as early as the second semester of their sophomore year. This course is repeatable for up to a total of eight semester-hours.

• ILCS 199, 299, 399, 499. Independent Study (1-4E)
  This course consists of an independent creative or research project designed by the student and supervised by a foreign language faculty member. The nature of the project, the schedule for accomplishment, and the means of evaluation must be formalized in a learning contract prior to registration. (See "Independent Study" under "Academic Policies" section.)

• ILCT 303. Hispanic Studies in Translation (4AS)
  Study of major works in the Spanish-speaking literary traditions of Europe and the Americas. Or the study of basic philosophical, moral, social, and political dilemmas of Spanish-speaking societies. May be repeated for credit.

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Study abroad:

For students of Spanish, St. Mary's sponsors an exchange program with the Institute for Central American Development Studies (ICADS) (see Dr. Jorge Rogachevsky). For more details concerning study abroad options, click here.

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Day of the Dead:

Every year the 100-level Spanish classes participate in an altar competition for Day of the Dead. Here are examples of past altars: