ccs a su proposal

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Description of Proposed Academic Program (August 11,1995)

Title, Degree, College

TLE: Department of Chicana/o Studies (CCS)

EGREE: Bachelor of Arts

OLLEGE: Liberal Arts and Sciences

Purpose and Nature

icana/o Studies (CCS)(1) is the examination of the experiences, culture, artistic endeavors and currentus of people of Mexican descent living in the United States. Interdisciplinary in nature, CCS draws

e social sciences, humanities, and fine arts to study the Mexican American experience. The proposedogram of study has two specific major goals: to prepare students of all ethnic backgrounds to betterderstand and appreciate the diverse nature of American society, and to combine knowledge about theicana/o experience with training in a specific skill area to enable students to work effectively in the

exican American community and the larger society. The adoption and implementation of the propose

ogram will move ASU to the forefront of the academic studies of the complex, pluralistic nature of merican society. The applied nature of the program also will be important to the ongoing economicvelopment of Arizona because it will prepare students to function effectively in a culturally diverse s

icana/o Studies, as an organized program of study within higher education, has been in existence forenty-five years. Although scholars, writers, artists and other social critics had been writing about theexican American experience for decades, it was not until the decade of the sixties that Americaniversities began devoting significant resources to developing departments, programs and other structuse the study of Mexicans in the United States. These initial programs resulted from the work of studivists and a handful of Chicano scholars who called for a more critical and realistic account of the M

merican experience. One of the most important was Octavio Romano-V, an anthropologist on the face School of Public Health at the University of California, Berkeley, who beginning in 1967 wrote a sw classic articles in which he characterized traditional scholarship on Mexican Americans as ahistortorted and biased. He called instead for a new form of scholarship that went beyond looking at Chicroblem to one that looked at the totality of the Chicano experience in the United States and sought to

concile Chicanos' Mexican heritage with their presence in American society.

ompted by Romano and student activists, Chicano Studies programs proliferated in the late sixties anventies as major universities throughout the western United States established such programs. For exe University of Arizona, the Berkeley, Los Angeles, Riverside, and Santa Barbara campuses of the

niversity of California, the University of Houston and the University of Texas are only a few of thetitutions that offer bachelor's degrees in Chicano or Mexican American Studies. Many other, usuallyaller, institutions offer minors or other forms of certification. Overall, approximately 80 colleges andiversities boast some form of Chicana/o Studies on their campuses. While ASU is late in developinghave the opportunity to learn from the experiences of previous efforts and to build on those experie

universities created a variety of structures for Chicano Studies programs, scholars in the field beganablishing other institutions necessary for the development of a critical and dynamic academic discip

ajor advancement in Chicano Studies occurred with the creation of publication outlets and other reseols for Chicano scholarship. Of crucial importance was the development of scholarly journals such aito, Aztlán, The Journal of Mexican American History, Perspectives in Mexican-American Studies, Tingual Review, The Americas Review and, more recently, Latino Studies. Over the years, non-Chican

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udies journals such as Frontiers, MELUS and The Social Science Journal have published special issucused on Mexican Americans. Similarly, publishing houses such as the Bilingual Review Press and Ablico Press have provided outlets for books in literature and the arts while the University of Texas Peenwood Press, the University of Notre Dame Press and the University of California Press haveablished special Chicana/o studies series to promote publication of monographs in the humanities ancial sciences.

dding to this intellectual ferment is the existence of a major professional organization, the Nationalsociation for Chicano Studies (NACS). What began in 1972 as a gathering of a handful of faculty an

aduate students committed to pioneering the field in higher education has developed into a nationalganization that attracts 1,500 attendees to its yearly conference with representation from throughout tnited States, Latin America and Europe. The conference not only furnishes a forum for the presentatiicano research, it also provides an arena for the discussion of Chicana/o Studies pedagogy. In additiorresponding organization to NACS has emerged in Europe. Founded in 1984, the Association pour laffusion et l'Etude des Cultures Latines en Amérique du Nord holds a biannual conference in whichicana/o studies scholars from the United States meet with their European colleagues to present resead discuss the latest advances in the field.

e net result of this efflorescence has been a profound impact on both intellectual and artistic productd the nature of a college curriculum. First, Chicana/o Studies has opened up a whole new field of inq

at in the past had either been ignored, distorted and/or misinterpreted. The thousands of scholarly andistic publications on Chicana/o issues that have been produced in the past twenty years bear witness amatic success of Chicano research. To cite but one example, in its most recent version The Chicanoatabase on CD-ROM lists more than 37,000 sources on Chicano-related topics. The sheer mass of evthese publications has transformed traditional interpretations of the Chicano experience among scholicy makers and the public at large.

oreover, Chicana/o Studies and other programs like it have broadened the theoretical perspectives an

ciplinary methodologies in the humanities and social sciences.(2) In history, for example, much of thpetus for social history, "history from the bottom up," has come from ethnic history and women's hisboth the social sciences and literary studies few works can claim scholarly merit unless they consideues of race, class and gender. In addition, the presence of Chicano Studies, along with African Amertive American, Asian American and Women Studies, has made possible the current movement towa

ulticultural curriculum. These courses of study have redefined the meaning of a college education to e important history, heritage and contributions of a fuller range of American society. Chicana/o Studiograms have thus developed within a rich intellectual environment that has transformed much of higucation over the past thirty years.

ven this background it follows that Chicana/o Studies shares with other ethnic studies programs andomen studies the major goal of preparing students to better understand and appreciate the diverse natumerican society. In this sense, CCS by definition fosters and promotes cultural pluralism. Its scholarsomotes the understanding of and appreciation for the multicultural diversities which define America.

oviding specialized knowledge on one of the largest ethnic minority groups in the United States,(3)

CS develops metacritical awareness of the importance of ethnicity, race, gender, religion, andcioeconomic factors in defining the nation as a whole and its members individually. Further, the geogcation of ASU, along with its bicultural and binational heritage, offers an especially fertile context foecialized Latino studies. The opportunities are plentiful for relating the demographic and cultural ricArizona and the Southwest to the diverse social and physical environments shared by all Americans

deed, by all humanity.

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e approximately eighty Chicana/o Studies programs that exist in the United States today thus fall wethin the tradition of the liberal arts. This liberal arts perspective is demonstrated in a number of waysgin with, Chicana/o Studies informs students about the nature of the world in which they live, andpecially about the diverse nature of American society. CCS also shares with the other liberal arts the veloping students' skills in the areas of critical thinking, qualitative and quantitative analysis, and wrd oral communication. Like the other liberal arts, CCS provides a corpus of knowledge that is essente understanding of the Mexican American experience in the context of American society. The advantiberal arts orientation is that Chicana/o Studies has been able to attract and develop scholars from wiablished humanities and social science fields while at the same time clarifying, broadening and chall

ceived traditions of specialization with interdisciplinary perspectives. The proposed program goes fuwever and, through its bidisciplinary options, specifically encourages the practical application of Chudies for career development in selected professions and service to external communities.

e CCS curriculum developed for ASU, with its focus on practical applications, combines the best asmore traditionally defined academic and professional programs. By requiring that CCS majors take anor in another field, and by connecting the CCS curriculum with other majors through the minor andrtificate programs, Chicana/o Studies prepares ASU graduates for graduate study in such high need clds as law, social work, medicine, business, nursing, public health, and education as informed by a pstudy carefully calibrated to enhance the Chicana/o Studies content relating to those professions. Thcond major goal of the CCS program at ASU is to train individuals who have the skills and the knowbe of service to the Mexican American community as well as to the larger society. CCS will thus prostudents the critical skills and knowledge to function effectively in our increasingly multi-racial, mutural society.

ecifically, the CCS curriculum has three levels of certification, a major, a minor and bidisciplinaryrtificate programs, all of which are linked with other disciplines. The major in CCS requires 45 semeedit hours within the 120 credit hours for a Bachelor of Arts degree. Of the 45 credit hours required fCS major, students must complete 15 credits in Chicana/o Studies core courses. They must also selecedits from one of the following CCS concentrations: 1) language and culture 2) literature and the artse social sciences. Finally, they must choose an additional 6 credits from each of the two concentratio

tside their chosen concentration. CCS majors also are required to take either a minor or a certificateogram of at least 18 credit hours in another academic field. Faculty members will assist students ineparing their individual program of study to ensure that students' interests and skills are developed aney move efficiently through the program. An implementation for the courses required for the major isesented in Appendix A.

though a B.A. in Chicana/o Studies prepares a student especially well to work among Mexican Ameher Latinos, and other non-Latino bicultural Americans, the degree clearly has wider applicability. Juchelor's in chemistry, in English, or in psychology may be narrowly employed within directly relatedt frequently serves much more flexible needs and applications, so, too, would the B.A. in CCS be

mployed, as the previous options suggest.

e possible applications of the CCS major to specific vocations, professions, and post-baccalaureateaduate study are robust and practical. They include:

the practice of law, paralegal preparation, and justice studies;paramedical preparation;business fields such as accounting, advertising, marketing, and management;education from K-graduate study at all levels of teaching and administration;media, communications, and entertainment fields;

international fields such as banking, health services, law, marketing, government service, etc.


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e Chicana/o Studies minor is a condensed version of the major. It consists of a 18 semester credit hoogram constructed in the following manner:

a major in another discipline or field;one lower division CCS introductory course;one Chicana/o history course;at least one course from each of the three CCS concentrations.

minor in CCS readily expands the ready applications of Chicana/o Studies even more dramatically th

es the major. For example, in combination with the appropriate major, undergraduates with CCS minll be uniquely prepared for careers in, but not limited to:

journalism and related fields;communications, publishing, and related fields;engineering fields;the practice of medicine and specialized paramedical fields;other science and technological areas, etc.;bilingual education;social work;

marketing to diverse populations;public administration.

e bidisciplinary certificate programs are the most innovative part of the CCS curriculum. The purposese "bidisciplinary options" is to combine training in a traditional discipline with comprehensive stude experiences of Chicanos and Chicanas in the United States. Generally speaking, these bidisciplinartions take the form of CCS certificate programs where a student with a major in another discipline taurses similar to those required for a CCS minor and, in addition, courses specifically designed to inte

CS with the student's major.

hile such a bidisciplinary program works with any major, it is particularly useful for students inofessional fields. In such fields the integrative courses are both theoretical as well as experiential. Thtcome will produce "a value-added degree;" that is, an academic or professional degree that providesining in a specific field of study and also expertise about a population that few others possess. Studeined in this way will not only be immediately marketable and in increasing demand, but they also wile to serve Mexican American communities that are vastly under-served by well-trained professional

e CCS curriculum emphasizes a union of the pursuit of knowledge with the learning of practical, teclls as essential to baccalaureate studies. Thus, the establishment of Chicana/o Studies at ASU entailslowing justifications: (1) local and regional demographic and linguistic needs will be met with a pro

study suited to the large, and growing, Mexican American bicultural population of the state of Arizoe Southwest; (2) national and international cross-cultural needs will be addressed by capitalizing on tte's cultural and linguistic resources and its proximity to the U.S.-Mexico border; and (3) student demthe CCS major, minor and certificates as an option will be satisfied.

Requirements

hicana/o Studies Major

e major in CCS requires 45 semester hours of which a minimum of 30 must be CCS courses and the

mainder in a related field to be approved by the advisor. All CCS majors must take 15 semester hours


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lowing core courses: CCS 101, "Introduction to Chicana/o Studies," CCS 111, "Introduction to Chiclture," a new two semester sequence in Chicano History and CCS 498, "Pro-Seminar." Within the 45

mester hours, CCS majors also must take 18 credits in one of the following concentrations: 1) langua

lture,(4) 2) literature and the arts, 3) the social sciences, and an additional 12 credits divided evenlytween each of the two concentrations outside the student's chosen concentration for a grand total of 4

mester hours.(5) All CCS majors must take an established minor or credential of at least 18 credits inother field.

hicana/o Studies Minor

e CCS minor requires 18 credit hours. All CCS minors must take either CCS 101, "Introduction toicana/o Studies," or CCS 111, "Introduction to Chicana/o Culture," and HIS 430 "20th Century Chicstory." They must also take at least 3 credits in each of the following CCS concentrations: 1) languaglture, 2) literature and the arts, 3) the social sciences. Within the 18 credit hour requirement, studentske a minimum of 12 credit hours in CCS designated courses; any courses taken in a related field mustproved by the advisor.

disciplinary Certificate Program with Education

e bidisciplinary certificate program between Chicana/o Studies and the College of Education requiremester hours of which a minimum of 12 must be CCS courses and the remainder in closely related fieapproved by the advisor. All CCS/Education certificate students must take either CCS 101, "IntroduChicana/o Studies," or CCS 111, "Introduction to Chicana/o Culture," HIS 430 "20th Century Chicastory;" at least 3 credits in each of the following CCS concentrations: 1) language and culture, 2) lited the arts, 3) the social sciences; and CCS 451/MCE 484 "Internship: Multicultural Education." In addents seeking a bilingual endorsement must take CCS 445 "Teaching Chicana/o Studies Content in ttive Language;" CCS/Education students outside of the bilingual program must take CCS 446 "Teac

CS Content in the Schools."(6)

Current Courses

venteen courses that are appropriate for the Chicana/o Studies major, minor or certificate programs arrently in the university catalogue. As noted in the list below, however, these existing courses arencentrated in only a handful of departments.

Chicana/o Related Courses in the Current ASU Catalogue

ENG 363 Chicano Literature

FLA 415 Bilingualism and Language Contact

GCU 344 Geography of Hispanic Americans

GCU 425 Geography of the Mexican American Borderland

HIS 380 History of the Mexican American

HIS 424 The Hispanic Southwest, 1540-1848

HIS 425 The American Southwest, 1848-present



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HIS 430 20th Century Chicano History

SPA 319 Business Correspondence and Communication

SPA 412 Advanced Conversation and Composition

SPA 421 Spanish in the Southwest

SPA 464 Mexican American Literature

SPA 471 Civilization of the Spanish Southwest

SPA 485 Mexican American Short Story

SPA 486 Mexican American Novel

SPA 487 Mexican American Drama

WST 373 La Chicana

rious academic units within the university will add strength to Chicana/o Studies. As noted above, thpartments of English, Languages and Literature, Geography, and History, currently teach Chicana/ontent courses. Other academic units such as the Women's Studies Program, the Center for Latin Ameudies, and the Division of Multicultural Education within the College of Education all have resourceth complement and support CCS. One singularly important academic unit in the development of Chiudies is the Hispanic Research Center. The HRC, with its faculty affiliates, its various outreach progrextraordinary success in attracting external support and its publication arm in the form of the Bilingview Press, will help attract high calibre faculty and support the type of course offerings that will m

CS a success.

pport of Chicana/o Studies comes from individual faculty members as well as organized academic u

ponse to a survey sent out earlier this academic year, ASU faculty have indicated strong interest inching a minimum of twenty-six new courses that could be used for CCS credit. These courses cover

oad range of subjects and disciplines and indicate the strong support for and interest in Chicana/o Stumong ASU faculty.

New Courses

cause of the interdisciplinary nature of Chicana/o Studies and the disciplinary imbalances in the exisurse offerings and the teaching interests of current faculty, CCS will need to add a number of new coinitiate the major, the minor and certificate programs. Listed below are the key courses that CCS wil

opose over the next three years.

CCS 101 Introduction to Chicana/o Studies

CCS 111 Introduction to Chicana/o Culture

CCS 220 Chicana/o Cultural Expression

CCS 300 Chicana/o Culture and Society

CCS 310 Chicana/o Folklore


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CCS 315 Chicano Family Structures and Perceptions

CCS 330 Chicana/o Politics

CCS 331 Contemporary Issues in the Chicana/o Community

CCS 336 Issues in Immigration and Migration

CCS 340 Chicana/os in the U.S. Economy

CCS 350 Mexican and Mexican American Artistic Production

CCS 351 Contemporary Chicana/o Art

CCS 363 Chicana/o Literature(7)

CCS 432 Issues in Chicana/o Gender

CCS 445 Teaching Chicana/o Studies in the Native Language

CCS 446 Teaching Chicana/o Studies in the Schools

CCS 484 Chicana Writers

CCS 490 Field Studies in the Chicana/o Community

CCS 498 Pro-seminar

The course descriptions can be found in Appendix B.

Accreditation

the present time, no agency independently accredits Chicana/o Studies programs. There has been mcussion in recent years within the National Association for Chicano Studies, however, regarding thevelopment of national standards for CCS programs. The quality of the design of this program along we resources already available at ASU ensures that our program will be of the highest caliber and will y standards that NACS may develop.

Resources

Faculty

Current

sted below are the ASU faculty members who are either currently involved in the development of CCho will participate in the future. A copy of their curriculum vita can be found in Appendix C.

CURRENT ASU FACULTY INVOLVED IN CCS

niel Arreola, Ph.D.sociate Professor of Geography

volvement: Teaches Chicana/o content courses

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lipe Castro, Ph.D.sociate Professor of Psychology and Director of the Hispanic Research Center

volvement: Member of CCS Advisory Committee;(8) teaches Chicana/o content courses; coordinatesmmon activities between the HRC and CCS

rdelia Candelaria, Ph.D.ofessor of Englishvolvement: Member of CCS Advisory Committee; teaches Chicana/o content courses

argarita Cota-Cárdenas, Ph.D.sociate Professor of Spanishaches Chicana/o content courses

ward J. Escobar, Ph.D.sociate Professor of History and Director of the Office of Chicana/o Studies

volvement: Chair of CCS Advisory Committee; general program administration and development; teicana/o content courses

Cristina González, Ph.D.rector of College Programs and Campus Communities, Honors College

volvement: Member of CCS Advisory Committee; teaches Chicana/o content courses

anuel de Jesús Hernández-G, Ph.D.sistant Professor of Spanish


ry Keller, Ph.D.gents' Professor of the Spanish


ristine Marín, M.A.chivist, Chicano Research Collection, University Librariesvolvement: Member of CCS Advisory Committee, teaches Chicana/o content courses

guel Montiel, Ph.D.ofessor of Public Affairsvolvement: Member of CCS Advisory Committee; teaches Chicana/o content courses

sé Náñez, Ph.D.sociate Professor of Psychology, ASU West


uis Olivas, Ed.D.sociate Professor of Management and Assistant Vice President for Academic Affairs

volvement: Member of CCS Advisory Committee

ymond V. Padilla, Ph.D.ofessor of Higher Educationvolvement: Member of CCS Advisory Committee; teaches Chicana/o content courses

rry Penley, Ph.D.ofessor of Management and Dean of the College of Business



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Arturo Rosales, Ph.D.sociate Professor of History


endy K. Wilkins, Ph.D.sociate Professor of English and Associate Dean of the College of Liberal Arts and Sciences


New Faculty Needed

ver the next five years Chicana/o Studies will need a total of eight new FTE faculty lines to staff therriculum and administer the department. Five FTE of these lines will be for tenured and tenure track culty within CCS. The other three FTE faculty lines will be used to create joint appointments to specff the bidisciplinary certificate programs. It is anticipated that a total of four FTE faculty appointmenmade over the next three years. In addition, over the next three years Chicana/o Studies will request

pport to teach up to eight courses a year by either "buying out" the time of current ASU faculty to teaCS courses or by hiring faculty associates.

Current Student and Faculty FTE

e first course with a CCS prefix at ASU was taught in the Fall, 1994 semester and produced a studenrollment of 15. Courses with Chicana/o Studies content that have been offered in various ASU depar

previous years have consistently drawn large enrollments.(9) Similar enrollments levels are expectedure CCS courses.

e current faculty allocation for CCS is largely for administration and development. This support isproximately .50 for the 1994-95 academic year.

Proposed Student and Faculty FTE(10)

e projected student FTE presented in the accompanying table is based on typical courses of three creurs and an estimated student enrollment of 45. The enrollment estimate is in turn based on the previorollments in Chicana/o related courses in other departments. Overall, the student to faculty FTE ratio

CS is similar to the student to faculty FTE ratio in comparable College of Liberal Arts Sciences

partments.(11)

Table 1 PROPOSED STUDENT AND FACULTY FTE

Fall, 1995 to Spring, 1998

Semester Fall 95 Spring 96 Fall 96 Spring 97 Fall 97 Sprin

tudentTE

58 45 114 126 170 16

acultyTE

2.5 2.5 4.5 4.5 5.5 5.



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djunct Faculty FTE 0 0 .5 .75 1 1

Library

the extent that Chicana/o Studies has existed in an organized manner at ASU, it has existed within tniversity Libraries. Beginning in 1970, with the founding of the Chicano Studies Collection, the Librknowledged the need to establish a core collection of materials to support scholarship on the Chicanaperience. Over the years, the collection has grown to keep pace with the rapid expansion of Chicana/dies research production under the excellent guidance of Christine Marín. In 1989 the collection wa

organized into the Chicano Research Collection and placed within the Department of Archives andanuscripts which includes the Arizona Collection and the University Archives. The Collection's currldings of primary and secondary materials greatly enhance the scholarly activities of CCS faculty andents. The main area of growth will be to continue to acquire new materials as they become availabrrent holdings are sufficient to support an undergraduate major in Chicana/o Studies.

Physical Facilities and Equipment

e administrative office for Chicana/o Studies is currently housed in a suite that includes Rooms 240

2 in Dixie Gammage Hall. Additional office space and equipment will be needed as the CCS facultyer the next three to five years. (See Section II, A above.) Office space also will be needed to house grsistants. The director of Chicana/o Studies has already begun negotiations with the Office of Academcilities to acquire office space at the south end of the second floor of Dixie Gammage Hall for CCS.isting classroom space in various buildings throughout the campus is more than adequate for housingurses.

Other Support

Currently Available

e Motorola Corporation has donated a $30,000 gift to develop Chicana/o Studies at ASU. This moneen used to obtain the services of distinguished experts in the field as consultants to the Advisorymmittee in developing the academic program. The money also has been used to fund a series of colld forums that highlight the accomplishments of ASU faculty doing Chicana/o related research.

Needed Additions

me additional support staff will be needed as CCS grows over the next three years. The Administratisistant position which is currently funded at 75% time should be upgraded to 100% and a half time

cretary will need to be hired. In addition, half time Graduate Assistants (10 hours per week) will needed.

I. Need and Demand

Chicana/o Studies at Other Arizona Institutions

e University of Arizona currently offers a program in Mexican American Studies. The program offeajor and minor with a traditional liberal arts and social science emphasis. The U of A program, howet readily available to potential students from the Phoenix metropolitan area who, because of a lack o

obility and/or funding, cannot attend the U of A.


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Chicana/o Studies at Institutions in Other WICHE States

icana/o Studies programs also exist at institutions in the following WICHE states: California, Coloraw Mexico, Utah, and Washington. These programs are not readily available to potential students frooenix metropolitan area.

Local and National Need

e need for a Chicana/o Studies program of study stems from two factors: 1) the importance of citizeining an understanding of and an appreciation for the increasingly diverse nature of American societ

e importance of integrating the Mexican American population into the social and economic mainstreamerican life by training professionals to address that community's needs. This section will address boese issues as well as the demand for CCS courses from ASU students and the potential for employmeCS graduates.

merican racial minorities (African Americans, Hispanic Americans, Asian Americans and Nativemericans) are now, and for the foreseeable future will continue to be, a significant segment of the Ampulation. Mexican Americans along with the larger "Hispanic" population constitute the second largetest growing minority group in the country. In the state of Arizona, Chicanos are an even more impo

oup. Estimates of the Mexican American population within the state range from a low of sixteen to a

twenty percent. As in the rest of the nation, Chicanos are the fastest growing minority group in the sd in the region.(12)

ot only are Mexican Americans an increasingly important part of our national and statewide populatiey also comprise a group with a unique culture and heritage. The distinctive nature of the Mexicanmerican population derives, at least in part, from its social and economic alienation from the mainstremerican life. Data from the 1990 census indicate that Chicanos as a whole continue to struggle with lcomes, high unemployment, low educational attainment, high levels of incarceration and poor healthname just a few indicators. But Mexican Americans are not defined only by the obstacles that themmunity faces. Chicanos also possess a rich and abiding culture that is characterized by strong fami

lues, fervent patriotism, a diligent work ethic, an ardent sense of community, deep religious commitmd an enduring pride in their Mexican heritage. Chicanos thus have added to American culture and soh and dynamic wealth of heritage, knowledge and experience.

nfortunately, these positive aspects of Chicano culture are not always recognized or appreciated and tme people see Chicanos' distinctiveness with suspicion, and, at times, even hostility. ASU has undertits mission to overcome these attitudes by helping students gain an understanding and an appreciatio

merica's pluralism. According to ASU's 1994-1996 General Catalogue, the "university's teaching, red service programs seek to instill in students sensitivity to other races and cultures. . . . The universiteks to expand cultural horizons, enhance respect for human diversity, improve moral and ethical stan

d educate for responsible citizenship while preparing its graduates to accept and perform capably inwarding careers in our pluralistic society."

SU has sought to operationalize these broad objectives by instituting "Cultural Diversity in the Uniteates" as one of the "Awareness Areas" in the University's General Studies Program requirements. Thquirement, however, has not been fully implemented primarily because ASU does not offer a sufficiember of classes that allow students to meet the requirement and complete their degree in four years. ll help remedy a critical local curricular need by creating a coherent and organized course of study inexican American experience and, in the process, also will expand the number of courses that meet thversity requirement. Moreover, by adopting this proposal the University will make the statement that

lues diversity not only in society but also in its own curriculum. Finally, simply on the strength of its



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esence on campus and the intellectual vitality flowing from its faculty and students, Chicana/o Studientribute to the ongoing discussion on the issue of the pluralistic nature of American society.

e applied nature of Chicana/o Studies also will help address the critical need within the Mexican Ammmunity for professionals trained with specific knowledge of that community. Data from the 1990 cow that Hispanics are under-represented in a broad range of important professions at both the nationate level. In Arizona, for example, the professions in which Mexican Americans are under-represente

clude the following: architecture, elementary and secondary teaching, health management, marketingvertising, nursing, public administration, social work and urban planning. Each of these are areas whSU has strong programs. Chicana/o Studies, with its bidisciplinary focus, will be able to build strongkages with these areas to train more professionals with knowledge of the Mexican American commuese professionals, which may be of any ethnicity, will then be able to work within the community toeviate many of the social and economic difficulties mentioned above. The end result will be a betteregrated, more productive Mexican American population, a population that will be in a better positionntribute to the social and economic development of Arizona and the nation.

SU students have already demonstrated the need and demand for Chicana/o Studies courses. The Hispartment, for example, offers two courses with explicit Chicano content, HIS 380, "History of Mexi

mericans" and HIS 430, "20th Century Chicano History." Since Fall 1991, these two courses have bensistently oversubscribed, with average enrollments exceeding 100% of capacity. Chicano Literature

urses offered through the English Department during the same period have experienced similar enrolhile newer or more specialized courses in other departments or programs such as Geography or Span

o have impressive enrollment to capacity ratios.(13) The first course with a CCS prefix was offered a

Fall, 1994. CCS 294, "Survey of Chicano Studies" had an enrollment of fifteen (14). A second CCS chicano Culture and Society," has been offered in Spring 1995. It has an enrollment of twenty-eight ooriginal projected capacity of twenty-five. These figures indicate a strong and growing student demaicana/o content courses. The creation of the innovative and intellectually challenging program of stu

oposed here will, we believe, stimulate even more student interest.

nally, there are strong indications that students with Chicana/o Studies training will have excellentospects in the job market. The growing Mexican American population and the chronic shortage of ofessionals with training to serve that community, indicate a ready market for CCS graduates. Moreoajor employers have indicated the need for professionals with Chicana/o Studies training. Motorola,izona's largest employer, recently acknowledged the importance of this enterprise through a significaow of financial support for the development of CCS. In conversations with ASU representatives, Moficials indicated that they see the development of CCS as important to the future economic developme state. Similarly, Chicanos por la Causa, one of the oldest and most important community developmrporations in the nation, has called for a partnership between ASU and CPLC in which CCS would pajor role in training current and future employees to work in that agency's numerous enterprises.

Degrees Awarded

icana/o Studies has not yet awarded any degrees.

Financing

External Support

icano-focused academic activities are clearly not mere consumers of resources but generators of resowell. The Hispanic Research Center, for example, has had an extraordinary record of success in obtanding from external sources, and has repeatedly brought in funds from national foundations (includin



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aritable Trusts, the Carnegie Corporation, and the Alfred P. Sloan Foundation) that had never previoarded funds to ASU or to any of the universities in Arizona. As noted, Chicana/o Studies already haracted external funding. Citing the importance of Chicana/o Studies to the future economic health ofizona, the Motorola Corporation has given CCS a $30,000 gift for the development of the program. dition, the potential development of Chicana/o Studies is an important component in a preliminaryoposal to the Ford Foundation from the Graduate College and Chicanos por la Causa to develop aommunity Development Fellows Program." If funded, this program would bring over $500,000 to thiversity over five years to train people to work for CPLC and other community development corpora

CS thus has great potential to continue to attract external funding in the form of research grants,icitations and gifts, training, student support and other sources.

onclusion

e interdisciplinary CCS degree program will contribute to the University's academic enrichment in aanner wholly appropriate to a comprehensive metropolitan university in the American southwest. Firoposed degree will generally enhance student recruitment and retention and in particular among thoserested in bicultural studies. Second, the proposed degree is absolutely essential for excellence in theucation of Latinos and for leadership in research and teaching on Mexican American issues. Third, thoutreach to cultural and community networks, the proposed degree enhances healthy outreach to the

aricopa County area, to surrounding counties, and to greater Arizona. Fourth, as a complement to oth

ajors (e.g., business, education and public programs), the proposed degree will contribute to thevelopment of outstanding binational and international programs.

w Academic Degree Program Budget Projections


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Explanations of Budget Items

ntinuing Expenditure

Other Items: The $1500 is for a work-study student assistant

ne - Time Expenditure


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Other: The $5000 is for a computer network serverOther Items: Chicana/o Studies has received a $20000 gift from the Mototrola Corporation forthe development of the program

APPENDIX A

CCS Curriculum Three Year Implementation Plan

e implementation plan provided here is designed to facilitate the movement of students through the m

ganized as a listing of CCS course offerings over six semesters, it provides the necessary courses fordents to meet all the requirements for the major in three years. These include the required CCS core

urses(15) and a sufficient number of courses to meet both the thirty credit hour (ten course) requiremeCS courses and the eighteen credit hour (six course) requirement for each of the concentrations. Studo will be able to meet this last requirement by taking Chicana/o content courses in other department

king courses in "related fields." The courses listed include those provided in Appendix B as well as tourses to be developed by incoming faculty. The concentration each course will meet is noted inrentheses. All the courses listed will be worth three credit hours.

ll 1995(16)

CCS 194 Introduction to Chicana/o Studies (core)

CCS 294 Introduction to Chicana/o Culture (core)

CCS 394 Chicana/o Culture and Society (language and culture)

CCS 394 Chicana/o Literature (literature and the arts)

CCS 394 Contemporary Issues in the Chicana/o Community (social sciences)

ring 1996

CCS 220 Chicana/o Cultural Expression (language and culture)

CCS 315 Chicana/o Family Structures and Perceptions (social sciences)

CCS 394 Special Topics in the Social Sciences (social sciences)

CCS 432 Issues in Chicana/o Gender (social sciences)

ll 1996




CCS 330 Chicana/o Politics (social sciences)




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CCS 336 Issues in Immigration and Migration (social sciences)

CCS 351 Contemporary Chicana/o Art (language and culture) (literature and the arts)



CCS 394 Special Topics in the Arts (literature and the arts)

ring 1997




CCS 310 Chicana/o Folklore (language and culture)

CCS 350 Mexican and Mexican American Artistic Production (literature and the arts)




CCS 484 Chicana Writers (literature and the arts)

CCS 490 Field Studies in the Chicana/o Community (social sciences)

CCS 498 Pro-seminar (core)

ll 1997




CCS 315 Chicana/o Family Structures and Perceptions (social sciences)

CCS 330 Chicana/o Politics (social sciences)


CCS 336 Issues in Immigration and Migration (social sciences)

CCS 340 Chicana/os in the U.S. Economy (social sciences)


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CCS 351 Contemporary Chicana/o Art (language and culture) (literature and the arts)




CCS 394 Special Topics in Literature (literature and the arts)

CCS 394 Special Topics in Cultural Studies (language and culture)

CCS 445 Teaching Chicana/o Studies in the Native Language (certificate)

CCS 446 Teaching Chicana/o Studies in the Schools (certificate)


ring 1998




CCS 310 Chicana/o Folklore (language and culture)

CCS 350 Mexican and Mexican American Artistic Production (literature and the arts)

CCS 394 Special Topics in History (social sciences)



CCS 394 Special Topics in Language (social sciences) (language and culture)

CCS 394 Special Topics in Cultural Studies (language and culture)


CCS 484 Chicana Writers (literature and the arts)

CCS 490 Field Studies in the Chicana/o Community (social sciences)


APPENDIX B

Chicana/o Studies Courses to be Proposed in the Next Three Years


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CS 101 Introduction to Chicana/o Studies

n introduction to historical and contemporary issues in the Chicana/o community. Interdisciplinary inture, this course will focus on the economic, sociological, cultural and political status of Mexicanmericans in the United States.

CS 111 Introduction to Chicana/o Culture

n interdisciplinary analysis of the customs, values, belief systems and cultural symbols of Mexicanmericans. Special attention is paid to cultural continuity and change.

CS 220 Chicana/o Cultural Expression

roduction to Chicana/o artistic expression with special attention to the interrelation between Mexicamericans' economic, social and political status and various forms of artistic expression such as populusic, dance, drama, literature and the graphic arts.

CS 300 Chicana/o Culture and Society

n intensive analysis of how Mexican American writers, artists, film makers, entertainers and academi

ve interpreted various aspects of the Chicana/o experience in the United States.

CS 310 Chicana/o Folklore

n analysis of Chicana/o folk beliefs, traditions and practices.

CS 315 Chicano Family Structures and Perceptions

aditional and changing relationships in the Mexican American family. Special emphasis is placed onnder and intergenerational relations and the impact of modern society on traditional familial values.

CS 330 Chicana/o Politics

storical and contemporary analysis of Chicana/o political ideologies, attitudes, strategies, and movemations with governmental agencies; and participation in the American political process.

CS 331 Contemporary Issues in the Chicana/o Community

ovides students with a historical, demographic and sociological overview the status of Chicana/os in nited States and of the salient issues affecting that community.

CS 336 Issues in Immigration and Migration

historical and contemporary overview of Mexican immigration into and within the United States. Foonomic factors affecting population movement, settlement patterns and the incorporation of the migro American society.

CS 340 Chicana/os in the U.S. Economy

storical and contemporary analysis of Mexican Americans' relationship with the American economicstem. Emphasis on the impact of the changing American economy on the Chicana/o community.

CS 350 Mexican and Mexican American Artistic Production


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n overview of Mexican and Mexican American artistic production from colonial times to the presentrious forms of artistic expression are studied, including architecture, painting, sculpture (and three

mensional art), music and theater. Special emphasis on religious and folk art.

CS 351 Contemporary Chicana/o Art

n intensive analysis of the contemporary Chicana/o art movement as appraised within the context of ntemporary American Art and the art of Mexico. Provides a survey of Chicano and Chicana artists avelopments in painting, sculpture, graphic and conceptual art in the second half of the century.

CS 363 Chicana/o Literature

me as ENG 363

CS 432 Issues in Chicana/o Gender

nalysis of the social construction of Mexican American gender identities. Special emphasis on the immerican and Mexican cultural values on normative gender relations.

CS 445 Teaching Chicana/o Studies in the Native Language

pproaches and techniques for the infusion of Chicana/o Studies content into the elementary and seconucation curriculum. Designed especially for bilingual elementary and secondary school teachers whothe Chicana/o Studies bidisciplinary certificate program with an emphasis in education. Taught in Sperequisite: Proficiency in Spanish.

CS 446 Teaching Chicana/o Studies in the Schools

pproaches and techniques for the infusion of Chicana/o Studies content into the elementary and seconrriculum. Emphasis is given to the cultural and linguistic assets of the Chicana/o community that cancorporated into the school curriculum to enhance student interest, promote awareness of Chicana/o cud enhance achievement. Designed for teachers who enroll in the Chicana/o bidisciplinary certificateogram with education, education majors specializing in English as a Second Language and other teacho intend to work in areas with high concentrations of Mexican American students.

CS 484 Chicana Writers

itical reading of Mexican American women authors. Special emphasis on contemporary (post-1970)etry, novels, short stories, essays and plays by Chicana writers.

CS 490 Field Studies in the Chicana/o Community

n introduction to the principles and methods of qualitative research applied to Chicano community seudents will learn to critically examine social situations by identifying a problem or issue, gathering aalyzing data from the field and preparing a research report. The course will be taught collaborativelydents will receive feedback on their work from both peers and the instructor.

CS 498 Pro-seminar

quired course for majors on topic selected by instructor. This is a writing intensive course related to velopment of interdisciplinary research skills.


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The terms Chicano and Mexican American will be used interchangeably throughout this document. Uicana/o serves to abbreviate "Chicana and Chicano" to indicate gender inclusiveness.

Gary D. Keller, Rafael J. Magallan and Alma M. García, editors, Curriculum Resources in Chicanoudies. (Tempe, Arizona, Bilingual Review Press, 1989); Mary Romero, editor, Syllabi & Instructionaaterials for Chicano Studies, (Washington D.C.: American Sociological Association, 1985).

Preliminary 1990 U. S. Census data indicates that, along with other Hispanics, Mexican Americans nstitute the largest U. S. ethnic minority group within thirty years.

Spanish is not specifically required for the CCS major. Students electing the language and culturencentration, however, are expected to demonstrate proficiency in Spanish sufficient to participate in chere Spanish is the medium of instruction. In addition, students electing one of the other concentratioadvised to fulfill their College of Liberal Arts and Sciences language requirement with Spanish.

A list of existing and potential courses to fulfill this requirement is attached.

The bidisciplinary certificate program between Chicana/o Studies and the College of Education is goough the approval process in that College and thus is still subject to further refinement.

Cross-listed with ENG 363.

CCS Advisory Committee members' duties include program and curriculum development, acting as rsonnel committee and subcommittee work (i.e., sitting on search committees.)

Statistics compiled by the University Office of Institutional Analysis, "Chicano Related Courses at A90-1994.

. Student FTE are calculated by dividing expected SCH by 15 for Lower Division courses and by 12pper Division courses.

. Arizona State University Office of Institutional Analysis, "Enrollment Summary, Fall Semester, 19ne 1994.

. The United States Census Bureau has traditionally under counted the number of Mexican Americanus other data have to be used for gaining accurate estimates of that population. For example, ASU's OInstitutional Analysis places the Hispanic population of the state at 18.8%.

. Chicano content courses in the Department of Foreign Languages are typically upper division and turses are taught in Spanish.

. This course was targeted to students who have opted for a campus community theme house relatedicana/o Studies and was only listed in addendum to the Schedule of Classes.

. The Department of History offers the required history core courses on a yearly basis.

. The courses for Fall 1995 are shown with omnibus course numbers as listed in the schedule of clasereafter, the courses are shown with course numbers as the will be proposed.

ccs a su proposal

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