Professional Documents
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General Information
Course prerequisites
FRE 303W, FRE 304W, GER 304W or GER 350W
Course description
LAN 450C is the capstone course for the revised BA in Modern Languages (under review as of the completion of this
syllabus). Students in the LAN Capstone class are required to pursue a project in their target-language that
methodologically builds on their field of study such as literature, language, film, linguistics, or culture studies, and also
integrates expertise from their other majors or minors and professional interests. In addition, the project will address the
three program learning outcomes for the BA Modern Languages. Students will choose their individual project in
consultation with the instructor of the course and their target-language advisor. Projects will require research, a written
presentation in the form of an academic paper in the target-language, and a public oral presentation in English. The
capstone seminar focuses on research along with target-language reading and writing proficiencies.
Course structure/approach
The course will be divided into three phases. I. During Phase One, students identify and refine a research topic. They also
present the topic, their methodology, and their main resources to the other members of the class for peer feedback. In
addition, students reflect on the meaning of their project for their future academic or professional career. II. During Phase
Two, students conduct their research under the guidance of the capstone instructor and their target-language advisor.
Students present drafts of their work on a bi-weekly basis. III. During Phase Three, students prepare the written paper in
the target language and present their project in a public forum in English.
Reading materials and other resources will depend on the students target language and topic of the research paper.
Students will develop an annotated bibliography in consultation with the instructor and/or target-language advisor.
Revised 04/22/03
Course outline
Phase I
The primary instructor will be joined by the target-language advisor from the other language. Together they will
introduce students to the principles of the capstone course and facilitate student reflection on developing their
individual research projects.
Week 1
Introduction to the course.
Week 2
Students present a research proposal to the class. It will address the following questions:
How did the project grow out of the students previous course work? How did their study abroad experience shape
the topic? In what way does the project address the program learning outcomes? How will this project relate to the
students future career? How will the student pursue the project (resources, timeline)?
Students receive feedback from the class and the two instructors.
Week 3
Students submit a 3-page written proposal for their project. It will include an annotated bibliography of the main
resources.
Phase II
Students work on their projects. Students meet with the instructor and target-language advisor individually, as
needed but at least bi-weekly. Students meet with their target-language peer group for a discussion of their
progress.
Weeks 4-10
Phase III
Students present their project in two forms and two languages: In written form in their target-language of study
and as an oral presentation at a public symposium in English.
Week 11
Draft 1 of written paper due. Peer review within target-language groups.
Weeks 12-14
Public presentation of research project: at undergraduate research symposium or at departmental symposium/end
of year reception. Lower division students and new majors and minors attend presentations and receive extra
credit in their courses for attending. 300-level students integrate the presentation topic into a review essay of the
symposium.
Week 13
Final draft of written paper due.
Week 14
Week 15
Class meets to discuss research projects and presentations. Students prepare a 3-page reflective essay on their
course of study and the capstone experience.
Finals Week
Student Portfolio due at the end of the final exam time for the course. The portfolio will include:
The research project proposal (in English), a working journal of their projects progress (in target language), the
main research paper (in target language), including peer review feedback, and the reflective essay on the capstone
project (in English).
Revised 04/22/03
c. Grading System
Attendance and Participation
Research proposal
Research paper
Public presentation
Working journal
Reflective essay
10%
10%
45% (incl. 5% for first draft, 5% for peer review of other students paper)
15%
10%
10%
Total
100%
d. Grading Scale
90-100%
80-89%
70-79%
60-69%
below 60%
A
B
C
D
F
Course policy: Attendance is mandatory and missed classes or meetings will result in a lower participation
grade.
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You may obtain a copy of this policy from the college deans office or from the NAUs Affirmative Action website
http://home.nau.edu/diversity/. If you have concerns about this policy, it is important that you contact the departmental chair, deans
office, the Office of Student Life (928-523-5181), or NAUs Office of Affirmative Action (928-523-3312).
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability Resources (DR) at 523-8773
(voice)or 523-6906 (TTY), dr@nau.edu (e-mail)or 928-523-8747 (fax).Students needing academic accommodations are required to
register with DR and provide required disability related documentation. Although you may request an accommodation at any time, in
order for DR to best meet your individual needs, you are urged to register and submit necessary documentation (www.nau.edu/dr) 8
weeks prior to the time you wish to receive accommodations. DR is strongly committed to the needs of student with disabilities and
the promotion of Universal Design. Concerns or questions related to the accessibility of programs and facilities at NAU may be
brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity (523-3312).
Revised 04/22/03
Revised 04/22/03