MA Hispanic and Luso-Brazilian Literatures
Program Purpose
Full program information, including detailed descriptions of measures of student learning and current data generated by those measures is available on the College of Humanities assessment summary
The M.A. programs in Hispanic Literatures and Luso-Brazilian Literatures require students to demonstrate mastery of canonical authors, texts, and topics in the respective literary traditions. Students successfully completing the program are able to write cogent, persuasive, well crafted essays which demonstrate not only an in-depth familiarity with the subject matter in question but also mastery of the relevant tools of literary analysis, secondary bibliography, and the protocols of academic writing.
The programs are designed to serve students who plan to continue their studies at the doctoral level, enter the profession directly as educators, or who wish to find other gainful employment in fields that prize critical thinking, clear writing, mastery of the target language, and an in-depth familiarity with the literatures and cultures of the Spanish- and Portuguese-speaking world. They are also designed to establish habits of broad spiritual thought and appreciation that will provide a source of life-long personal betterment and service to the extended community.
Curricular Structure
Curricular structure for these programs can be found on the department website:
Emphasis in Hispanic Literatures: http://spanport.byu.edu/spanish/literature/info/
Emphasis in Luso-Brazilian Literatures: http://spanport.byu.edu/portuguese/lusobrazilian/info/
Learning Outcomes
Understanding Theory
Analyze literary, visual, and other cultural texts using sound concepts that may include an understanding of theoretical and analytical concepts, literary movements and traditions, and cultural and linguistic concepts.
Identify relevant issues, conduct original research, and write high-quality essays according to professional standards.
Demonstrate (a) a broad understanding of professional academic issues and protocols, (b) the ability to successfully teach courses in the target language, and (c) preparation to enter doctoral or other professional programs and careers.
Evidence of Learning
Please see the alignment table for explanations of program-level assessments.
Learning and Teaching Assessment and Improvement
1. Curricular issues are under constant review by the Graduate Coordinator, by the Department-level Executive and Curriculum Committees, and by the Hispanic and Luso-Brazilian Literatures Section.
2. The Department (under the direction of the Graduate Coordinator) annually reviews and updates our Graduate Handbook that contains program requirements, expectations, and advice.
3. Student evaluations are collected at the end of each semester or term. Individual faculty, the Section Head, and the Department Chair review those evaluations and seek ways to improve graduate-level instruction.
4. The Department periodically collects student and alumni questionnaires that are evaluated and used to improve program and course requirements and results.
5. Periodic reviews of faculty for retention and promotion focus on the instructors' course design and materials. All faculty are expected to describe and evaluate all major aspects of their own performance in an annual report. The reports are then evaluated against department faculty expectations by the section heads and the department chair.
6. In addition to internal assessment, the graduate program undergoes an external review about every seven years.