Self Study
February 2000
Prepared by:
PrefaceRichard Griswold del Castillo, ChairIsdiro Ortiz
Adelaida Del Castillo
María Luz Ibarra
René Núñez
José Villarino
The following document was prepared during the Fall semester 1999 by
the full and part time faculty of the Chicana and Chicano Studies Department.
We met every two weeks during the semester to discuss the various aspects
of our academic role at San Diego State University and in the San Diego-Tijuana
region. The meetings usually had students from MEChA and various other
student organizations present and their input was important in focusing
our attention of key issues. The process was significantly enriched by
having the expert advice of Professor David Carrasco, who held a special
seminar for our faculty to discuss pedagogical issues surrounding Latino
Studies. We also were helped by discussions with various Chicano Studies
students and faculty during the State-Wide Chicano Studies conference which
we hosted in October, 1999. Rough drafts of individual sections of this
self-study were prepared by the faculty who are on the title page. A final
draft was circulated for comments and reactions by the entire faculty.
Preparing this document has helped clarify and stimulate our own thinking
about a wide variety of issues. We trust that it will be useful to those
who want to understand our intellectual endeavors.
Chapter 1
Mission Statement
The Chicana and Chicano Studies Department at San Diego State University stresses professional and community involvement. The larger goal of the faculty within the department is to strive for academic excellence as they seek to educate students about the Mexicano and Chicano experience, both male and female, and about the dynamics of the border region. We stress community involvement which most often means working with and for Latina/o organizations and projects outside the university that are consonant with the goal of achieving social justice.
The Department offers students a multi disciplinary course of study which critically evaluates unique cultural and regional experience of Mexicanos and Chicanos. A critical perspective is one developed through the study and articulation of social justice in relation to social, economic, and political realities. Social justice is defined as an opportunity to achieve the benefits of our society regardless of race, gender, social class, or nationality. Within our classes we seek to define, analyze, and interpret socio-political and historical conditions that have shaped the Latino experience within the border region, nationally and globally.
The department assists students in achieving their life goals by providing a climate which will foster the evaluation of perspectives and the exchange of ideas with other students, faculty, and community. We seek to promote scholarship that will prepare the groundwork for transformation of theory into everyday life.
In pursuing its mission, the department seeks to contribute to the analysis and potential solution of social problems in contemporary society. Drawing its impetus from a larger national Chicano movement (El Movimiento), the Chicana and Chicano Studies Department is committed to the elimination of racism, sexism and class poverty. Our mission is also in keeping with the goals of liberal education which we seek to broaden and redefine through our scholarship and action. We seek to accomplish these goals by allowing all students to see that there are others with cultural and gender-specific differences from their own; that every group has its own uniqueness; and that by understanding discrimination, they may develop a sense of justice that will help them to lead more humane lives.
Because most of our graduates seek community oriented professions, the main curricular goal of Chicana and Chicano Studies has been to offer courses that have a practical application within the Mexicano/Chicano communities or within the larger U.S. México border region. In classes offered for majors, we have an intense, rigorous, and focused course of study in three areas:
Through high quality research and teaching, the Chicana and Chicano Studies faculty are committed to improving the social, political and cultural environment of the Latino community and thereby of the larger community. Our mission is historically tied to educating and motivating students who will have the largest impact on the future of Latino communities within the United States and the Southwest border region.
Chapter 2
University Environment
San Diego State University was founded on March 1, 1897, for the training of elementary school teachers. In 1960, under the Donahoe Higher Education Act, the nineteen individual California State Colleges were brought together as a system known as the California State University and Colleges (CSUC). Today, seventeen of the campuses have the title "University."
Responsibility for the system is vested in the Board of Trustees, whose members are appointed by the Governor of the State. The Trustees appoint the Chancellor, who is the chief executive officer of the system, and the Presidents, who are the chief executive officers on the respective campuses. The seventh president of San Diego State University, Dr. Stephen Weber, was appointed in 1998.
The Trustees, the Chancellor, and the Presidents develop system wide policy, with actual implementation at the campus level, taking place through broadly based consultative procedures. The Academic Senate of the CSUC, made up of elected representatives of the faculty from each campus, recommends academic policy to the Board of Trustees through the Chancellor.
Academic excellence has been achieved by the CSUC through a distinguished faculty, whose primary responsibility is superior teaching. Each campus offers its own unique curricular character; all campuses, as multipurpose institutions, offer undergraduate and graduate instruction for professional and occupational goals as well as broad liberal education. Eighty-
eight percent of the teaching faculty possess the doctorate in those disciplines which grant the standard terminal degree.
San Diego State University's current enrollment of well over 35,000 students makes it the largest campus in the system. The university now offers bachelor's degrees in 70 areas, the master's in 52 and the doctorate, jointly with the University of California, and the Claremont Graduate Schools. Nearly all SDSU students are commuters (fewer than 15% live in dorms or Greek Houses), with nearly one third traveling more than ten miles each way to and from campus. Sixty-eight percent of the students are employed full or part time, and 24% are married.
In 1999 the number of Latino students at SDSU was 5,114 or about 20 percent of the total student body enrolled at the university. Also in 1999 the university reported that there were 59 tenure track or tenured and 96 part time "Hispanic" faculty. This was 6.5 percent of the tenure track faculty employed at SDSU (900) and 11.1 percent of the part time faculty (862).
San Diego State University is in a city relatively separated from other metropolitan areas. However, to the immediate south, and only minutes away lies Tijuana, México. The proximity of México to San Diego State puts the university in a unique position. The closeness to an international border allows the university a greater possibility of creating ties with another country; of developing more human relations with that country; and of establishing links between the people of México and with the literally thousands of American citizens of Mexican ancestry already living In the United States.
San Diego State's proximity to the Mexican border can either enhance relations with a major developing nation or impede them, depending upon the university's commitment to its own citizens of Mexican descent. For the past decade SDSU has been committed to improving its status as a regional university with important ties to México. This commitment has been expressed often by the president of the university and various administrators. At the same time, as the university enters the new millennium, it is approaching a turning point in its development: the turnover in tenured faculty coupled with the changing demographics of the region will mean that the university will be challenged dramatically to respond to a host of multi-cultural, multi-ethnic imperatives within the next decade. We believe that the Chicana and Chicano Studies Department will play an important part in assisting SDSU achieve its future mission both in community and international relations and in diversity.
Reality dictates that the university work harder to recruit and retain an ethnic and racially diverse population. Presently Latinos make up approximately 20% of the total SDSU student population in a county and region where the Latino population is more than 30%. The role of Chicana and Chicano Studies at SDSU will increasingly be the fostering of understanding among different cultures, the main ones being Mexican, Chicano and Anglo American.
Chapter 3
History of the Department
The Chicana and Chicano Studies Department is one of the oldest academic units in the country dedicated to multi-disciplinary study and teaching about the Mexican and Mexican American experiences. The thirty-year history of our department reflects the changes of political and socio-economic climate in the United States, California, and San Diego.
The socio-political situation of confrontation politics among students and anti-war groups that occurred in this country in the 1960's set the scene for the development of ethnic studies programs on campuses throughout the nation. San Diego State was no different. Chicano students began to organize themselves at San Diego State under the name of MAYA, Mexican American Youth Association in 1967. An ad hoc committee was formed to develop the concept of the Centro de Estudios Chicanos and to develop classes that would present the Chicano experience. The ad hoc committee consisted of two Chicano professors, a Chicano administrator and MAYA students. In the spring of 1969 the first classes with a Chicano orientation were offered at San Diego State College.
In the 1960's very few Chicanos could be found on the college and university campuses in this country; obviously, there were even fewer Chicano professors or administrators. In Institutions of higher education. Recognizing that the source of their small numbers on the campuses lay in the racism and oppression that they had come to know in their barrios, recognizing the institutionalization of racism and miseducation, and recognizing their need to band together for their own survival. Chicano students began to come together to form organizations on various campuses in California, and later nationally. In the San Francisco area the Mexican American Student Confederation (MASC) was formed; In Los Angeles the United Mexican American Students (UMAS) formed chapters at the major university, college and community college campuses in the area; and in San Diego MAYA was formed. These student groups, working independently of each other, had a common background and faced common problems.
In the spring of 1969, widespread student activity promoted a state-wide conference of Chicano students, faculty and administrators in higher education which was held at UC Santa Barbara. The findings of this conference reflected the thought and work of Chicano activists in higher education in California and was published in late 1969 under the title of El Plan de Santa Barbara. El Plan provided the practical blueprints and the philosophical underpinnings for all the Chicano programs that blossomed in 1969 and the early 1970's in California, and later nationally. What is more, it brought together many Chicano student organizations in the state under the umbrella of one name - Movimiento Estudiantil Chicano de Aztlán (MEChA) - and created a statewide organization and communications network.
The clearest of the mandates that came out of Santa Barbara, one which guided the work of Chicano programs at San Diego State in the early years, is reflected in the following quote from El Plan:
"As a result, the self determination of our community is now the only acceptable mandate for social and political action; it is the essence of Chicano commitment."
"The destiny of our people will be fulfilled. To that end we pledge our efforts and take as our credo what José Vasconcelos once said at a time of crisis and hope: 'At this moment we do not come to work for the university, but to demand that the university work for our people."'
In the academic year 1970-71 the Chicana and Chicano Studies Department received 10.75 teaching positions, had an enrollment of roughly 1100 and taught approximately 39 classes each semester. The main thrusts in curricular development of the department were (1) to provide courses that explored the history, culture and tradition of the Chicano reality in the U.S. providing a bicultural/bilingual classroom setting, (2) to insure that course offerings dealt with the political reality of the Chicano community, training students in practical activities needed to upgrade the barrio situation and (3) to offer courses that, in addition to the above, met the criteria needed to fulfill the academic requirements of the university and to attract students from all ethnic groups without losing their relevancy to the Chicano student and the Chicano community.
During that year MEChA and the Department met with the deans of the College of Professional Studies and the College of Arts and Letters to discuss the feasibility of MAS entering one of these colleges. MEChA decided that MAS was to remain outside of the traditional structures of the university. Reviewing the positive and negative aspects of, on the one hand, joining a School or College and, on the other, remaining in the loose situation overseen by the central administration of the university, MEChA decided that the Chicanos would be better served if the Department did not enter into either of the Colleges at that time. Student and departmental leaders, basing themselves on the principle of self-determination and in the demands of El Plan, attempted to maintain whatever degree of independence and self-governance they were able to. The political sentiment that prevailed in these early years was one of "autonomy" from the university, but this "autonomy" was recognized as due to the liberality of the university and its desire not to develop a confrontation by testing the strength of a united Chicano community. Under these conditions, MEChA was able to successfully combat university pressures. MEChA made decisions in these early years, which reflected (1) the collective decision making of Chicano activists on campus and (2) the considered needs of the Chicano community prevailed and remained a priority.
In the period beginning in 1970 and ending in mid 1974 two main tendencies were apparent in MAS. The first saw a pattern of departmental growth, stability and consolidation in the department's practical and academic activities. During this period class enrollments reached their top levels with enrollments fluctuating between 1200 and 2300. This high level of enrollments continued until a decline began in spring of 1977. The second tendency was the development of a strong Marxist philosophical orientation which, consistent with the goal of self-determination expressed in EL PLAN, promoted student leadership in almost all aspects of departmental affairs. Students, coordinating with MEChA, assisted in running the Department, helped make policy, hired and fired faculty in consultation with MAS faculty, and helped develop curriculum. It was felt that the highest level of education was in an individual's participation in transforming his/her own condition. The process that was established allowed students to be involved in controlling their own programs.
These kinds of activities however, had repercussions. The university, for one, began a period of closer scrutiny of the department and began to interfere with the departmental processes and to overrule the department's decisions. Another repercussion was that a schism developed within the heretofore united Chicano activists on campus due to philosophical differences, that brought about a weakening of MEChA's position allowing the university to dictate its decisions to campus Chicanos. Deep student influence in departmental matters came to an end after this period.
In 1977 the department joined the College of Professional Studies and in 1979 it moved to the College of Arts and Letters seeing the majority of its courses were in the area of Arts and Letters and determining that it would be better served in this college. During this period the department further consolidated itself as a viable member of the university community.
The courses that were offered by the department were accepted for General Education and became part of the Latin American Studies major, the Liberal Studies major, Option I and Option II, the Spanish major, the Linguistics major, the Social Science major, and the American Studies major. Historically MAS has provided the needed bicultural and bilingual emphasis to traditional academic majors. It has provided the avenues by which traditional education can become more relevant to the Chicano community, as well as to the Chicano student and it has served the larger role of educating non Latinos about the Mexican and Chicano culture.
Beginning in the Spring of 1977, when it joined the college structure, the department experienced a steady loss of faculty positions with the result of offering fewer classes and thus a decline in class enrollment. By 1980 the department had 5.0 position and a class enrollment of 482. This was 7.0 teaching positions less from the departmental high of 12.0 in 1971 and a class enrollment of 2350 in 1976.
Since 1980 the MAS Department has grown both in terms of quality and productivity in scholarship and teaching. As a result of the 1980 Academic Review the Department was given the mission to develop U.S. Mexican Border Studies Curriculum and to hire a new chair. The department developed a Border Studies Certificate Program as well as a Border Studies emphasis to the Major and Minor, as well as a block of courses that would address this important mission. Our role within the university changed from being a department seen as one of marginal if not questionable value to being viewed as a solid academic unit with highly qualified faculty members serving a key mission for the university. This change in perception was due to fundamental changes in the hiring of tenure track faculty within the department as well as to the maturation of Chicano Studies as a field of study within U.S. academia. Chicano scholarship can no longer be seen as a temporary reaction to political expediency. In the 80s more MAS classes were accepted for General Education but a fundamental change occurred when the university instituted the Cross Cultural requirement whereby every student would be required to take one class in an non-western, non-dominant tradition. As a result enrollments in MAS classes have exploded since 1985 so that in 1989-90 our department equaled its highest enrollments in 1976.
Within the university at large there has been a profound change in the size of classes offered and the course load expected of tenure track faculty. Prior to 1980 the normal course load was four classes; in the 1980s this was reduced to three classes, primarily by increasing the sizes of classes. The MAS department has followed this trend. The controversy over the impact of this change on the quality of instruction is yet to be resolved. Concomitantly with changes in teaching load the department, along with others in the college, has been given increased autonomy over control of its faculty budgeting. Accordingly the department has increased freedom in the allocation of teaching resources within its budget, as long as it is able to meet enrollment targets.
As suggested, a major challenge remains to maintain academic quality of instruction through the hiring and retention of qualified part time and tenure track faculty. The department has been somewhat successful in avoiding, for the most part, some of the problems associated with large classes mainly by using instructional money for hiring of research assistants and graders, but this is only an ad hoc approach that will depend on future faculty allocations. There has been a growth in the numbers of students majoring in MAS and also a greater number of inquiries about the program.
In 1998 the department changed its name to Chicana and Chicano Studies, reflecting a long term direction that had been developed in the field and in response to national trends in nomenclature of similar departments. The department has developed an extensive network of contacts with other departments allowing for significant participation in graduate education. We have developed two graduate level classes and have taught graduate classes for Latin American Studies, History, English, and the School of Education. Undoubtedly a future direction may be to develop a Masters degree program, perhaps in conjunction with the other Ethnic Studies departments at SDSU or with USD. The future directions for our department’s development will depend on our willingness to make sacrifices and to build upon the traditions of excellence and dedication that have preceded us.
Chapter 4
Departmental Faculty
Since its founding In 1969, the challenge presented to the faculty in the department has been to develop a commitment to serve the Chicano/ Mexicano community and student population while at the same time meeting the demands of a high quality academic program. Our faculty has achieved excellence in teaching, scholarly research and publication while, at the same time, maintaining important links with the community and student population.
One of the casualties of increased class size and the increased professionalization of MAS faculty has been the ability to maintain the close student ties that were in the past the hallmark of the MAS department. Part of the problem is that so many students are taking MAS classes to fulfill the Cross Cultural requirement of the General Education, that we no longer have the luxury of small classes. At the same time the political leadership within the Mexicano/Chicano community has changed from an emphasis on militant idealism to professional pragmatism. Still, full time member of the faculty devotes many hours to counseling and advising students, participating on university and college committees and serving as resources for various community projects.
An indication of the degree to which our faculty is regarded by its peers is that all of the full time members have taught or are currently teaching courses in other academic departments: Professor Griswold del Castillo in History, Professor Villarino in Folklore and Music, Professor Ortiz in Political Science and Joe Rodríguez in English and Comparative Literature, Adelaida Del Castillo and María Luz Ibarra in Anthropology, Emily Hicks in English and Chicano Literature (joint appointment), and Norma Ojeda in Sociology (joint appointment). Our full time faculty includes five tenured members (Villarino, Griswold del Castillo, Rodríguez, Ortiz, and Del Castillo), one tenure track member (Ibarra). Professor Hicks is tenured in the English Department and Professor Ojeda is tenure track in the Sociology Department. For the past several years we have had between eight and ten part time faculty. Those who have the longest relationship with the department are René Núñez, Al Velasco, Daniel Martínez, Leilani Grajeda Higley, María Butler, and Rodolfo Jacobo. These individuals have distinguished themselves by being outstanding teachers, as attested to the annual review of their teaching conducted by the departmental committee. Most of these "part timers" are currently on two-year contracts; designed to stabilize their employment and provide some basis for planning of curriculum offerings.
We also have had full time administrators who have an expertise in Chicana and Chicano Studies teach for the department. In the past we have had Paul Ganster, the Director of the Institute for Regional Studies of the Californias and Gonsalo Rojas, Director of the Student Outreach Center teaching Chicano Studies classes. Occasionally we are able to host visiting professors to teach during the summer session. Last summer 1999 we hosted Armando Alonzo, a Chicano Historian at Texas, A&M University. In the past we have had visiting distinguished professors including, James Cockcroft, SUNY-Albany, David Maciel, UNM, and Sergio Elizondo, NMSU.
In addition to faculty teaching courses, we have a number of teaching assistants and readers who assist in the instructional program. Professors Núñez and Ortiz have taught lower division courses in conjunction with the Academic Skills department. This has involved having a section led by a Teaching Assistant with students who need special assistance.
For the university the funding of faculty positions is tied, by formula, to the enrollment of students in classes. Within the college, while programmatic and philosophical considerations are seen as important, (in addition to internal political factors) ultimately the ability of programs and departments to meet or exceed enrollment determines their ability to hire new faculty.
Recently the university entered a new era of managed enrollment as the CSU declared SDSU impacted. The result has been a decline in the growth rate of number of students entering the university as well as a rise in their qualifications. Simultaneously the university, with leadership of the President and the Provost, has been recruiting and hiring new young faculty.
The CCS department has for the past few years had very large enrollments. This has been achieved despite a relatively low tenure track faculty allocation, mainly by creative use of the budget and the services of part time faculty. In serving large numbers of students despite a small faculty allocation, we have benefited the university and the college. Accordingly this academic year (1999-2000) we have been authorized to search for a tenure track position in the area of Border Studies (Social Science).
Teaching Effectiveness
The Chicana and Chicano Studies Department has always held teaching as its most important mission and a high priority has been given to excellence. Each semester we, along with other academic units, conduct student evaluations and use these evaluations to improve our teaching as well as to evaluate our own faculty for retention, and promotion. Besides the numerical score (on a five point basis) we pay close attention to the written comments by students. A copy of the evaluation instrument is in the appendices. As might be expected, students vary as to their views of instruction, but generally our faculty has received favorable and enthusiastic responses. In addition to these formal evaluations, individual faculty members have on occasion conducted their own evaluations of classes and how to improve them. Individually they have participated in a variety of university sponsored teaching seminars to improve teaching. Our faculty have participated in various workshops to improve teaching, often in conjunction with the Concilio for Chicano Studies, the National Association for Chicano Studies, as well as other conferences sponsored by the CSU system.
Peer evaluation for our faculty occurs when instructors present special colloquia as they do almost every year, or act as guest lecturers in other classes. The frequency with which our faculty are asked to appear as guest lecturers in other departments attests to their special resources and excellence. In addition, our faculty have received special awards recognizing teaching excellence and our faculty participate in numerous state, regional and national conferences where they have shared their experiences in teaching.
Plans for Future Growth in the Department
We have developed a strategic plan (see Appendix C) for the future recruitment of faculty and this has been reviewed by the Provost. This plan envisions the hiring of three tenure track faculty within the next five to six years. The plan is to increase our strength in teaching and research within the areas of historical cultural studies, gender studies, U.S. Mexican social-economic issues, and composition and literature. The analysis of the rationale for these positions follows. Cultural-Historical Studies: Our largest enrolled classes are those taught by our most senior faculty, namely in folklore, music, and history and they should not be taught exclusively by part-timers when these faculty retire. Currently we offer four section of Chicano history and three of folklore and these sections are high enrollment; more sections could be offered because of student demand. Chicana Studies: These is a dire need to develop Chicana Studies courses and emphases to draw from the new research and publication being done in the field. We want the CCS Department to be a leader within California in the teaching and research about Chicana issues. Currently we have two full time Chicana faculty and adding an additional member with the expertise in gender studies would greatly enhance the teaching mission of the university and department. Multicultural Composition: Given our mission to improve the basic skills of all students, but in particular those of Latin American backgrounds, we need to strengthen our full time faculty who are able to teach composition, exposition, and persuasion from a multicultural perspective of blended legacies and mestizaje. Expertise will increasingly be needed to teach writing to Latina/o students. Demand for composition courses remains very high. Moreover a tenure track position with a specialty in writing and literature will serve the Departments of Rhetoric and Writing and English, as well as linking with the Price Initiative in the Center City.
In Fall 1999 we were given permission to recruit a tenure track position
in U.S.-Mexican Border Studies. The Spring 2000 will be taken up with interviews
and ultimately hiring a new person. While this is a positive step in response
to our strategic plan, it was not the highest priority for us. The redraft
of our strategic plan in the summer 2000 will hopefully reflect more accurately
our priorities to the administration.
Chapter 5
Departmental Activities/ Community Outreach
Chicano Studies has always had a strong emphasis on its teaching mission but also one of dedicated activism in reaching out to larger communities. What follows is a summary of the various outreach activities that members of our faculty have been engaged in.
Faculty Participation in Regional and National Organizations
CCS faculty are members of a variety of national scholarly associations. These include the National Association for Chicana and Chicano Studies, the Border Studies Association, the American Historical Association, the American Political Science Association, and the Modern Language Association. In addition some have held distinctive positions in these associations. Dr. Ortiz, for example, chaired the Committee on the Status of Chicanos in the Profession of the American Political Science Association and Dr. Griswold del Castillo was Co-Chair of the American Historical Association's Program Committee for 1991-92 and Program Chair of the College Art Association in 1998.
International and National Intellectual Discourse
The Department consistently participates in scholarly discourses pertinent to the Chicana/o and Latino/a populations in the United States. This is accomplished through individual faculty members’ participation in international and national conferences and committees, through inviting prominent speakers to the campus, as well as through hosting conferences and symposia.
Individual faculty have delivered papers at variety of national conferences and institutions, including the American Anthropological Association meetings, the Association for Borderlands Studies, the National Association for Chicana and Chicano Studies, the Western History Association, and the Smithsonian. Faculty have also delivered papers at international congresses, including the "Encuentro Chicano/Cubano (Cuba), the 14th International Congress on Ethnological and Anthropological Sciences (U.S.A.), International Studies Association (Canada), International Institute of Sociology Congress (Italy), International Sociological Association (Germany), and the Colegio de la Frontera Norte (México).
Prominent faculty addressing issues of concern to Chicana/os have been invited to our campus. This year as part of our "U.S.-México Borderlands" lecture series we benefitted from visits by Drs. Silvia Rodríguez and Patricia Zavella.
The department also hosts conferences and symposia. This year we hosted a state-wide symposium on Chicano Studies.
The Concilio
During the past academic year, a Concilio has been formed to meet with president of the University to discuss concerns regarding the status of education affecting Latinos at SDSU. Several CCS faculty members are part of this Concilio, which includes representatives from all sectors of the Latino community in San Diego.
Association of Borderland Scholars
The ABS is a national scholarly organization that holds an annual conference and publishes a scholarly journal on border issues. Several CCS faculty participate in ABS meetings and have published in the Journal of Borderland Studies. The department is co-hosting a reception for the ABS conference here in San Diego in March 2000
National Association of Chicano Studies (NACS)
The NACS is a national scholarly organization for the advancement of the discipline of Chicano Studies. CCS faculty have participated at its annual meetings as panel chairs, presenters and discussants. Some have also served on NACS committees. The CCS faculty has also participated in the activities and meetings of the NACS Southern California Foci (chapter).
Conferences and Colloquia
The CCS Department has co-sponsored several conferences during the past few years. One was on Cinco de Mayo, with CETYS-Tijuana discussing the U.S. Mexican Border with a group of pannelists including the Mexican Consul General for San Diego. Recently the Department hosted a regional meeting of Chicano Studies faculty to discuss the future directions of the discipline.
Latin American Studies
Several CCS faculty are members of the LAS Advisory Board. CCS classes with Mexican content are accepted for the LAS major and minor, as well as part of the LAS emphasis within the International Business Major. Selected CCS classes are accepted for the LAS Master’s Degree. CCS faculty have participated in LAS special programs. Several CCS faculty are advisers on MA committees for LAS graduate students.
Masters in Liberal Arts and Sciences (MALAS)
Several CCS faculty have team taught graduate classes for this multi disciplinary program. Professor Griswold del Castillo was the acting director of the program in 1997. CCS faculty serve as advisers on Master’s Thesis for the MALAS program.
Institute for Regional Studies of Californias (IRSC)
Griswold del Castillo collaborate on planning and development of selected Institute projects. Dr. Ganster, the director of the Institute, teaches courses for CCS on occasion.
Rhetoric and Writing (formerly Academic Skills)
Dr. René Núñez annually participates in the Intensive Learning Experience Program offered by this department as the instructor for CCS 120A, Mexican American Role in the political system.
Faculty/Student Mentoring Program, College of Arts and Letters
CCS has promoted the SDSU goal of retention of undergraduate students through its administration of Faculty/Student Mentoring Program (F/SMP) for the College of Arts and Letters. The purpose of this program is to promote the academic survival and success of first year students at SDSU via the provision of faculty and peer mentoring and other support services. The students served by the program are students from economically, environmentally or educationally disadvantaged backgrounds with declared majors in the college. The program has been administered by Professor Isidro D. Ortiz. It serves 45-50 students per semester and employs 7-8 students as peer mentors. The program and its counterparts in the other colleges have been highly successful. Participants have not only survived, but succeeded, achieving recognition in the form of scholarship, summer paid internships, and university-wide awards.
College of Education
Dr. Rene Núñez teaches Education classes as well as Chicano Studies classes and maintains liaison with the Policy Studies Department as well as César Chávez Community School.
Educational Opportunity Program (EOP)
CCS faculty regularly participate in EOP recruitment and orientation activities for new students. Dr. Núñez (and formerly Dr. Ortiz) annually participates in the Intensive Learning Program offered by the Department of Academic Skills and EOP for disadvantaged students; selected EOP staff serve as instructors in CCS.
The Chicano Collection - Love Library
CCS faculty served on committees that reviewed the status and future directions of the collection; they also worked to enhance the collection through advocacy and recommendations for acquisitions. Cecilia Puerto, the Chicano Collection librarian, regularly meets with CCS faculty members.
Africana, American Indian and Women Studies Departments
The CCS faculty and chairs of these departments meet regularly for the purpose of curriculum development, planning and implementation of projects and programs and assistance in faculty recruitment. In Fall 2000 the three departments will be offering a team taught class on comparative identities.
Extended Studies
CCS faculty offer selected courses during the winter and summer session programs administered by Extended Studies, in particular in the area of Border Studies. Some of these courses are used by elementary and secondary school teachers in the community to fulfill their district mandated continuing education requirements.
Relations with other academic units and programs
Formal interactions between the CCS faculty and other academic units and programs on the campus include teaching, coordinating programs, or serving in an advisory position. The following are the units and programs with which members of the department are connected:
Curriculum
Border Studies
The Border Studies curriculum focuses on the U.S-México border region, territorially comprised of four U.S and six Mexican states. This vital region has historically been the site of contested terrain, power, and identities, and thus the study of its economic, political, and social institutions?as well as of the individuals who comprise its population-- offers students important lessons regarding transnational and intra-national conflict, dependence, and co-existence. The Department offers a Certificate Program in Border Studies as well as a Border Studies Minor.
The curriculum is interdisciplinary and integrates courses from academic units throughout the campus to provide students with a diachronic and synchronic introduction to historical, social, political, and cultural processes in the region. Students also receive training in public policy analysis and have direct contact with public or private institution(s) addressing pertinent border issues.
The Border Studies Program Certificate:
21 units are required and a level of Spanish proficiency of 3, on a scale of 5, as indicated on the Foreign Service Language Examination. The curriculum consists of the following courses:
CCS 355 U.S.-México International Border.
CCS 498 Internships. (An internship from the student’s major may also be appropriate).
5 classes focusing on the border region for a total of 15 units, but at least 3 units from each of the following areas: evolution of social and environmental regions; political and economic systems; cultural/social institutions; and approved special topics.
Border Studies Minor:
A total of 22 units are required, 12 of which must be upper division.
Two core required courses:
CCS 355 (U.S.-México International Border).
Spanish 103 (Introduction to Spanish).
Six units from the following courses:
CCS 306, 310, 375, 376, 380.
Nine units from the following areas:
International Economic/Business: Three units from Economics 360, 365, 458, 565, Finance 329, Marketing 376.
Regional Geography/History and Poltics/Society: Six units from Communication 591; Geography 323; History 549, 551A, 551B, 555; Political Science 481, 555, 568; Social Work 350; Sociology 335, 350, 355, 555.
The Border Studies curriculum is strengthened by the presence of other
San Diego State institutions and centers, which also address U.S.-México
border issues. These include The Institute for Regional Studies of the
Californias, The Imperial Campus Institute for Border Studies, and the
Latin American Studies Center.
Chapter 7
Community Outreach
The Chicana and Chicano Studies Department has a historical goal of connecting with the off-campus community. It has endeavored to maintain that connection since its inception in 1969. One of the department's fundamental objectives has been to combine academic rigor and community participation in its departmental enterprise. This is especially significant given that Southern California has one of the largest and fastest growing Latino populations in the U.S. - a heterogeneous community constituted of native-born Chicanos, Mexican immigrants and Latinos from other Central and South American countries and Puerto Rico. It is an important setting for scholarly research, community involvement and joint action research efforts concerning policy issues that affect this population. Important policy questions and social issues face the Latino community in voting and local politics, in the labor market, in health issues, in crime and neighborhood safety, in housing, in education and language, and in issues and policies of immigration, as well as trans-border affairs. CSS faculty have established contacts with agencies working on these questions, including the Chicano Federation, the Barrio Youth Center, the Sherman Heights Community Center, Office of Bi-national affairs (City of San Diego), the Office of Trans-border Affairs (County of San Diego), and others. As part of its commitment to community ties, CSS has traditionally promoted service learning; CCS faculty have arranged internships and volunteer placements for students in agencies, schools and community organizations throughout the county of San Diego.
CCS faculty are normally involved in a variety of cultural, academic and motivational activities - the following is a partial listing of these activities for the past few years. Professor Richard Griswold del Castillo has participated as a board member of the Museum of Man and of the Centro Cultural de la Raza, Evaluator for the San Diego Arts Commission. He has been an advisor for the Mexican San Diego Photographic History Project and for the San Diego Latino Film Festival and has been involved in the Literacy Project, Reading of César Chávez for Youth Opportunities Unlimited. Additionally, he has presented lectures for the Centro Cultural film series and for the Public Library Film Series. Professor Isidro Ortiz has been active in efforts to implement strategies assisting Mexican American communities in gaining electoral power and better political representation and has established links within the San Diego Unified (SDUSD) and Sweetwater Union High School Districts (SUHSD). He has worked with SUHSD providing expertise in the establishment of Chicano Studies at the high school level. Professor Adelaida del Castillo has served as a review panelist for the Ford Foundation Pre-doctoral Minority Fellowships Program. She has given talks encouraging and supporting academic achievement among Latino high school girls and organized workshops concerning domestic violence. Additionally she was the Chicano Graduation Keynote speaker in May of 1996. Professor José Villarino regularly works with high school and community group on educational and motivational issues. Additionally, his music ensemble has participated in a variety of campus and community conferences and workshops. Professor Emily Hicks is a board member of the Barrio Logan College Institute (BLCI). The Institute is an afternoon school program that prepares first-generation Mexican children for college. In this project she carried out a bi-national project with BLCI children of the same age in México.
CCS Lecturers have also contributed to the department's community Professor
Leilani Grajeda-Higley is a volunteer tutor Summit School, a court-ordered
school for children who have been in trouble with the law. She has also
published a pharmacology book for student nurses. Professor María
Butler has presented historical and motivational talks at middle schools
and high schools in San Diego area. Professor René Núñez
has worked closely with the San Diego Unified School District as a member
of education committees pertinent to the Latino community. He is a member
of the Mexican American Advisory Committee to the Superintendent that focuses
on advancing the educational achievement of Latinos in the San Diego schools.
He has been involved in parent training and in parent-teacher partnerships
through his association with the Parent Institute for Quality Education.
He has presented motivational and educational talks at high schools throughout
San Diego County. Professor Alfredo Velasco is a consultant MAAC project
concerning issues of HIV-AIDS. He is also a consultant with the Chicano
Federation organizing the Leadership Training Institute. He is an evaluator
for the ALSA Project (Apoyando la Familia Latina). Professor Alexander
Martínez works with Spanish speaking parents through his involvement
in the Parent Institute for Quality Education. He is on Congressmen Bob
Filner's education committee and is the liaison between CCS planning 30th
anniversary committee and community organizations, such as Union Bank and
the National Council de la Raza.
Chapter 8
Assessment Goals and Outcomes
The following is an outline of the various skills and aptitudes that our department seeks to develop in our students along with the outcomes of their educational experiences in our classes.
I. Knowledge
We intend that our students will be familiar with, understand, and be aware of:
II. Competencies
We intend that our students will be able to:
We intend that our students develop:
We intend for our students to experience:
Assessment of Learning Outcomes
To assess the degree to which the Chicana and Chicano Studies Department is able to achieve the Goals and Outcomes outlined above will be measured in the following ways:
For majors:
The CCS Department has discussed the possibility of developing of a capstone course which will be required of majors in their senior year. This course will bring together CCS majors and give them an opportunity to integrate what they have learned in the various CCS classes. During the class they will construct a portfolio, do research on a senior project, and write essays that will assess the multi disciplinary outcomes of the courses they have taken. This capstone course will be developed in the Spring 2000 and submitted in the Fall 2000 as part of a general restructuring of the major.
For minors:
The capstone course will also be required of those minoring in Chicana and Chicano Studies.
For Other Students taking CCS Classes:
Each year in the Spring the Department will administer a survey in selected CCS classes representing the different domains of knowledge and skill outlined above. This survey will assess the level of satisfaction with the program and the courses taken in the Department. From this survey, selected students will be interviewed to gain more insight into their experiences.
Other Assessment of Student Learning Outcomes:
Other indications of the success of our department in achieving the
goals outlined above will be to periodically conduct an Alumni Survey which
will aim a seeing how their university experience in CCS has benefited
them in their careers and graduate education.
Chapter 9
Conclusions
This year the Chicana and Chicano Studies Department is celebrating its 30th Anniversary as an academic program at SDSU. In reviewing our history it is evident that there have been many influences shaping the present day reality of our department. The most important positive factor has been the quality of our faculty. Their abilities to communicate the mission of Chicano Studies to students, their university colleagues, the surrounding communities, and international audiences. Of fundamental importance is the commitment of our faculty to excellent teaching, significant research and publication, and service to the university and community.
Another key factor in the health of our department is the maintenance of productive and meaningful relations with Chicano and Hispanic student groups within and without the university. The student group MEChA has played an important role in the founding and direction of Chicana and Chicano Studies at SDSU. Our faculty need to keep good relations with this key organization and to keep in mind that MEChA has always been important in not only supporting but advancing our department.
Finally our future is determinant by the continued support of the SDSU administration, especially the dean of the college and the Provost’s office. A fair allocation of resources has been especially important as our enrollment has increased. The future recruitment and retention of quality tenure track faculty depends on the willingness of the administration to give us permission to recruit new faculty, in those areas that we judge important for the growth of the department. We have a strategic plan that sets forth a rationale for growth (Appendix C). The willingness of the administration to endorse this plan is a key to our future.
In addition we have proposed a program to establish a Visiting Artist in Residence (Appendix E) which has yet to be funded. This proposal would improve SDSU’s ability to reach Latino students and to address a great need in our society. We hope that the university would seriously consider endorsing this proposal.
There are some problems looming in the future and we would like to be prepared to address them. One issue will be the retirement of two of our most senior faculty, professors Villarino and Griswold del Castillo within the next five years. Our strategic plan calls for a phasing in of new faculty to be hired to make the department more able to meet its mission in the next decade. Thus far the administration has not agreed with the sequence of hiring which we laid out in our Strategic Plan.
Another issue is the development of a graduate program in Chicana and Chicano Studies. As yet our faculty has not systematically considered whether or not it would be advisable to develop a Masters degree program. Can the department support this kind of program? Will there be enough students to make the program viable? What relationship if any will the program have to the Masters degree in Ethnic Studies at UCSD?
Finally we do not know the effect of new university and CSU admission/enrollment management policies and campus impaction on CCS enrollments. As a department we have very little control over admission of new students to SDSU. The effects of the limiting of enrollments and raising of admissions standards on Latino students have yet to be clearly understood. The numbers of Latino students at SDSU has risen every year in the past decade, but with the new policy this trend may level off.
In conclusion, the Chicana and Chicano Studies Department enters the new millennium with the knowledge that our academic discipline has gained national and international recognition, that the importance of Latinos is increasing each year and that our colleagues respect our teaching and scholarship. At the same time we recognize that there are many problems that remain which we as a faculty need to work towards addressing: a persistent under achievement of Chicano and Latino students at all levels of schooling, chronic poverty and all the social ills that accompany alienation and hopelessness, and a heritage of discrimination and apathy by those in power which erodes the vitality of our communities. To a large extent the future is in our hands. We are the privileged few who have the education, ideas, and time to make a difference. But our ability to change the world will depend on our abilities to continue in developing working relationships with students and our communities.
Appendices
Appendix A
Majors and Minors in Chicana & Chicano Studies 1990-1999
Under- Under-
Fall Graduate Total graduate Graduate Total
Semester Majors Majors Majors MinorsMinors Minors
1990 4 0 4 10 0 10
1991 8 0 8 10 0 10
1992 11 0 11 10 1 11
1993 18 0 18 24 1 25
1994 28 0 28 35 0 35
1995 32 0 32 52 0 52
1996 30 0 30 44 0 44
1997 30 0 30 54 0 54
1998 38 0 38 57 0 57
1999 32 0 32 53 3 56
Appendix B
CHICANA AND CHICANO STUDIES FACULTY POSITIONS AND ENROLLMENTS
1979-1999
1979 7.4 131.7
1980 7.8 105.5
1981 4.8 96.7
1982 4.8 70.0
1983 5.1 85.0
1984 4.7 87.8
1985 5.1 111.5
1986 5.7 127.2
1987 5.6 215.8
1988 5.6 176.3
1989 7.5 191.7
1990 6.9 208.6
1991 6.3 226.8
1992 6.3 239.8
1993 6.1 216.5
1994 7.7 290.6
1995 8.3 305.4
1996 9.8 346.0
1997 10.1 367.6
1998 10.9 372.9
1999 11.2 346.6
___________________________________________________________
Statistics Provided by the Office of Institutional Research
Five Year Strategic Plan
Department of Chicana and Chicano Studies
Introduction: The Social and Historical Setting
San Diego is a special place for Chicanos and other Latino people. Founded as the first Indo-Hispanic settlement in California in 1769, the Spanish-Mexican pioneers developed the first agriculture and stock raising in the area and organized systems of government, law, and land tenure which influenced the later development of the modern city of San Diego. When the Americans took over the region after the U.S. Mexican war, the Mexican population of San Diego was a diverse collection of Hispanicized Indians, Mestizos, Spaniards, Afro-Mexicans, and other ethnic groups. This ethnic and racial diversity within the Mexican population, along with its attendant mixture of cultures and languages, has been a defining characteristic of la Raza (the people of Indo-Hispanic heritage). There has developed a complex terminology of identification to try to capture this diversity: the terms "Chicano," "Mexican American," are used to refer to those individuals who have descended from the Mexican heritage, while the terms "Hispanic" and Latino are used to describe membership in a larger pan-American culture. Regardless of what term is used our legacy is one that includes a language, a culture and history, a product of the mixture of the European with the Indigenous and African peoples
A key to understanding the Chicano/Latino experience in San Diego is the
region's geo-political setting. The fact that San Diego is on the border, adjacent to a major Mexican metropolitan area, Tijuana, gives our region a special dynamic. The ties to México are historic and on-going. Geographic proximity reinforces the "Mexicanidad" of the local community, not only through immigration, but through the influence of media, television
and the radio as well as through tourism and the establishment of binational friendships and family ties. Together with the Mexican inhabitants of Baja California, the Chicano/Latino population in this binational region number more than 1.5 million, a sizable linguistic and cultural bloc, one whose growing presence will play a major role in the future.
Another factor that has shaped the special regional character of Chicanos and Latinos has been the nature of the English speaking, non-Hispanic population that has dominated San Diego's political and economic development for the past 150 years. The "Anglos," themselves a diverse ethnic group, have controlled San Diego since 1848 and until very recently, the Mexican origin population has been of little consequence in their planning. Until just a few years ago there had never been an elected city or county official of Mexican, Hispanic or Mexican American heritage. San Diego's economy has been dominated by the Navy, aerospace, and tourism, sectors that have had limited opportunities for Latinos living within San Diego. It is not surprising to find, from the most recent census, that Hispanic families in San Diego have the lowest median family income of any ethnic group ($26,453) or that Hispanics have the lowest percentage of college graduates of any group in San Diego county (ten percent).
But the local economy and society are changing and within the next few decades there will be rapid transformations within the traditional structures of San Diego. San Diego cannot remain what it was is the not too distant past, a sleepy tourist town dominated by an affluent, older, conservative elite. The region's demographic growth has been amazing: within the last ten years alone the population has grown by almost a million people and more than twenty percent of that number are Hispanic or Mexican Americans. Within 20 years it is projected that the county's Hispanic population will become thirty percent of the total. This ignores the probable similar growth rate of the Tijuana metropolitan region. New economic energies are challenging the tradition structures of growth in San Diego. The North American Free Trade Agreement has made San Diego a prime candidate for the development of binational business ventures. The biotech industry, computer systems, and innovative small business ventures have been stimulated, in part, by innovative and dynamic initiatives within the region's universities and colleges.
There is no doubt that regionally and nationally America’s future will depend on the quality of her educational system and its ability to shape individuals who know how to learn and who have the basic skills that are necessary to compete in an information based society. Along those lines, we the Latina/o faculty and staff at San Diego State University would like to see our university be fully prepared to meet the challenges of the new century.
As men and women who are of Mexican and Latin American background we want the university to take the leadership in proposing innovative ways to build upon the strengths of our historical and cultural heritage. In the past twenty years, Latino faculty and students have been increasingly important in contributing their talents to the University. In particular, the Mexican American Studies Department has been instrumental in providing academic opportunities for students and beginning faculty. Also Love Library has maintained a Chicano Collection as an important resource for the community and students and has a commitment to provide bilingual services. The Latino student organizations, in particular MEChA (Movimiento Estudiantil Chicano de Aztlan) have been important in creating campus leaders and in providing direction for community-university links.
Current Full-Time Faculty
Presently the Department of Chicana and Chicano Studies has five full time tenured members and one tenure-track member. Professor Villarino is the most senior faculty member, appointed in 1968, followed by Professor Griswold del Castillo, in 1974, Professor Rodriguez in 1975, Professor Ortiz in 1986, and Professor Del Castillo in 1992. Additionally the department shares a tenured appointment with the Department of English, Professor Hicks, appointed in 1997, and a tenure track appointment with the Department of Sociology, Professor Norma Ojeda, to be appointed in Fall 1999. The only full time tenure-track member, Professor Luz Ibarra, was appointed in 1997. Of the five tenured members, two can be expected to retire within the next six years, Professors Villarino and Griswold de Castillo.
The basic strengths of the department are in the area of historical social sciences, including training in Anthropology, Folklore and Music, History and Political Science. We have two specialists in Chicano Literature.
The research interests, publications, and interests of the tenured and tenure track faculty are quite diverse illustrating a multi-disciplinary orientation of Chicano Studies: community studies employing methods of ethnography and history, cultural studies both historical and contemporary, and popular culture and literature are the main directions that have developed over the years. The impending retirements will leave our department without strengths in folklore and history, two very important teaching and research strengths.
The teacher-scholar ideal which SDSU has been famous for emphasizing
has been exemplified in the professional contributions of our faculty.
Our scholarly output as a faculty is very extensive and of a high quality,
rivaling any comparable Chicano Studies Department within the CSU or even
Ethnic Studies program in the UC. Our teaching expertise and abilities
are reflected in the consistently high student evaluations earned by full
time faculty; and the service activities of the department members has
been on-going and extensive, again reflecting the philosophical directions
of Chicana/o Studies from its founding in 1969.
Part-Time Faculty
In Spring 1999, ten different individuals taught one to four sections of Chicana/o Studies classes. Several of these individuals have been teaching in the department for more than five years. All have Master’s Degrees and several have Ph.D.s and all have excellent student evaluations and are reviewed each year by the Department personnel committee. In the Spring 1999, the department offered 38 sections of which 10 were taught by full time faculty, owing to the fact that both Professors Luz Ibarra and Del Castillo were on full time academic leave. Typically about 60 percent of the classes in the department are taught by the part-time faculty.
General Education Classes
The Department offers a class in the Mexican American Heritage (CCS100) which meets the lower division Humanities requirement and Written and Oral Communication courses (CCS 111A/B) which meet the university’s writing requirements. At the upper division level almost all of our classes meet the upper division cross cultural requirement. The exceptions are CCS 480 - Mexican Americans and the Schools and CCS 306, Mexican Immigration. CCS 396W, Chicano Prose and Creative Writing fulfills the upper division writing requirement. Additionally many CCS classes fulfill the requirements for either the Liberal Studies Major or Social Science Major, which are teaching majors. CCS 141A/B (U.S. History) and CCS 120A/B (Political System) are course sequences which meet the American Institutions Requirements.
The Major
A Chicana and Chicano Studies Major requires six lower division units, CCS 100, Heritage and , an introductory class, CCS 110. In addition to 24 units of upper division work selected from one of three emphases (Social Science, Humanities or Border Studies) students must meet a language requirement, 3 semesters of College Spanish or an equivalent.
In addition to a multi-disciplinary major the Department also has a Certificate Program and a Minor in U.S. Mexican Border Studies. Both of these programs require that students take a significant number of classes in other departments, as they apply to the U.S. Mexican Border.
500-600 Level Classes
The CCS Department does not offer a Master’s Degree but we do offer graduate level classes for students in other Masters programs, mainly History, MALA, and Latin American Studies. The Department offers CCS 596, and 696, variable topic classes that have usually had good enrollment. We have offered at least one graduate class a semester the past year. The themes of these classes have been, Border History and Community Research.
Other Classes
On occasion CCS full time faculty members have taught graduate classes in other departments and programs, such as the History Department and the MALA Program. Our Department members are often third readers for Masters degree candidates within the Spanish and Portuguese, English, History, Anthropology and Political Science Departments. Additionally full time faculty occasionally supervise directed studies 799 for Latin American Studies.
Future Directions for the Chicana and Chicano Studies Department
In March 1998 the CCS faculty held an all day retreat to discuss the future directions of the department. This discussion was informed by a review of our past history, founded in 1969 and having grown in maturity as an academic department. We also discussed our collective strengths and weaknesses as a faculty who are part of a national Chicana/o Studies academic project. Since the very beginnings we have been committed to multi-disciplinary, bi-national, multi-cultural perspectives. Our mission statement (last revised in 1995) clearly commits us to focusing on our communities and how we can improve knowledge and socio-economic levels of Mexican Americans in general while generating greater respect and information regarding U.S. Latinos.
As a faculty we are committed to excellence in teaching and research involving Chicana/o and Latina/o contemporary and historical life. Our collective mission is to reach out to our communities in every way possible to share our resources and talents and involve our students with the San Diego/Tijuana metropolitan community. Since we are by our very nature a multi-disciplinary Department, we believe problems, issues, and themes should be addressed from many different perspectives and that we as a faculty are committed to learning from each other, as well as from our students and communities.
Being at a border university with an increasingly Mexican heritage school
age population presents tremendous opportunities for SDSU to change within
the next decade. Our Department is committed to change as well. We want
Latina/os to have a voice in shaping the future of education as well as
society.
Need for New Teacher/Scholars
For all the above reasons we believe that our Department needs to increase its strength in teaching and research within the areas of historical cultural studies, gender studies, U.S. Mexican social-economic issues, and composition and literature. Accordingly we believe that the Department needs to make four new tenure track appointments within the next five to six years in four areas.
History/Cultural Studies
Position Recruited Appointment Date
One position: Multi-disciplinary
background in Historical culture Fall 2001
One position: Multi-disciplinary
background in Chicana Studies Fall 2001
Position Appointment Date
One position: Border Studies-
Social Science Fall 2002
One position: Composition and Literature Fall 2002
Tentative Position Descriptions (along with courses to be taught)
Tenure Track Position in Historical Culture. Candidate must have Multi-disciplinary P.d. or a Masters degree in a discipline different from his/her Ph.D. Course work and teaching experience in Chicana/o history and Mexican/Chicana/o folklore. Candidate must demonstrate prior involvement in community projects and have a record of research and/or conference participation with Mexican or Latin American institutions. Courses to be taught: Chicano History, Mexican and Chicano Folklore, U.S. History.
Tenure Track Position in Chicana Studies. Candidate must have a Multi-disciplinary Ph.D. or a Masters degree in a discipline different from his/her Ph.D. Course work and teaching experience in Chicana studies, including Chicana history, culture, social and economic issues. Candidate must have record of projects that have dealt with issues affecting Mexican heritage and Latin American women in the U.S. Courses to be taught: Chicana History, Life Styles, Community Studies.
Tenure Track Position in Border Studies: Social Science. Candidate must have a Ph.D. and a Masters degree in a discipline different from his/her Ph.D. Course work and teaching experience in the social sciences, preferably sociology, political science, economics or psychology of Mexican American and border populations. Must have experience in binational U.S. Mexican research. Courses to be taught: U.S. Mexican Border Studies, Mexican American Life Styles, Introduction to Chicano Studies.
Tenure Track Position in Composition and Literature. Candidate must have a Ph.D. and experience in teaching writing within a Multicultural context. Experience in teaching Chicana/o and Latin American literature using contemporary works of poetry and novels. Record of involvement in community educational initiatives especially desired. Courses to be taught: Oral and Written Communication, Chicano Literature, Chicano Prose.
Appendix D
Other CSU Chicano Studies Department
Comparative Statistics
Year 2000
School Majors FTES FTEF
Northridge 114 843.0 33.0
Long Beach 22 18.0 6.0
Dominguez Hills 27 26.4 1.5
Sonoma 49 73.8 3.4
San Jose State 8 3.6 5.6
Los Angeles 79 51.7 3.3
San Francisco 49 39.2 9.8
San Diego 32 3 46.6 11.2
____________________________________________________________________________
Source: Office of Insitutional Research
Appendix E
Proposal Submitted to Vice President’s Office Fall 1999
Visiting Artist in Residence
In the Chicana and Chicano Studies Department
Recent calls for a boycott of national television networks have drawn attention to the lack of serious, positive national and regional Latino and Chicana/o images on film and within television programming. As a step towards improving the representation of Latinos, our department wants to encourage students to pursue careers in the visual media arts (film and telecommunications) and develop a motivation to change the current situation to reflect more diversity in the visual media. The vision of role models, networking, receipt of life stories of success, and the provision of experiential, first hand information and mentoring are vital to the attainment of these goals. Stronger preparation and motivation of students will be a factor in promoting more diversity in the visual media.
To this end we propose that funding be sought for an ongoing program to bring to SDSU campus one nationally recognized Chicana/o or Latina/o film maker, a producer, director, writer, or actor. This individual would be "in residence" for a short period of time, two or three weeks. During that period of time this artist would do the following:
This proposed Artist in Resident Program will be part of SDSU’s contribution to the San Diego Latino Film Festival. This festival emerged out of the Cine Estudiantil, a student film festival begun in the nineties at SDSU. The Cine Estudiantil continues at SDSU but is now a part of the larger festival. The Latino Film Festival occurs in the Spring. This year’s festival attracted students, scholars, film makers and audiences from both sides of the border. The festival’s activities included lectures, screening, and exhibits in San Diego and Tijuana. SDSU is formally recognized as a sponsor of the festival in the festival’s program of events.
Funding and Budget:
As yet the exact cost of this program cannot be determined, but a rough estimate of a yearly cost would be approximately $10,000. This amount is competitive with the UC program of Scholar in Residence. A portion of the funds (about $ 4,000) would be spent for indirect costs, publicity, the reception, and travel.
Appendix F
Proposal for a SDSU-Sweetwater High School Course to be taught at SDSU’s National City Campus
Sweetwater High School has asked that SDSU offer one class for university credit through SDSU’s National City Campus. The purpose of offering such a class would be to increase SDSU’s outreach to the community, especially the low income minority youth of the south bay. By offering a SDSU class that could be taken by high school students, the university would be able to develop the academic skills of a segment of San Diego’s population that is in dire need of help. Sweetwater High serves the population of National City, a city that is the 14th poorest city in the United States with a predominantly Chicano and Mexican population. Students who enroll in this class would be able to increase their motivation to go to college, develop their sense of community responsibility and improve their self discipline.
In discussions with the faculty of the Chicana and Chicano Studies Department, the proposed class would be CCS 141A/B a U.S. history class that is a comparative history of México and the United States with a special emphasis, in 141B on Chicano History since 1848. This class meets the American Institutions requirement. It is proposed that the class be open to regular SDSU students as well as to Sweetwater High students. The mix of regular university students with high schools students will provide opportunities for mentoring, tutoring, and partnering. It is proposed that the class be offered on Saturdays during the regular semester.
In order to implement this class what is needed is a fee waiver for 30 Sweetwater High students who will take the class offered at the National City Campus. The class will be taught by a regular SDSU professor from the Chicana/o Studies department as part of his/her regular course assignment. We propose that the first part of the class be offered starting in Fall 2000 and the second in the Spring of 2001.
SDSU Contact:
Richard Griswold del Castillo
Chicana/o Studies Department
594-6447
Sweetwater High School Contact:
Antonio Peraza
336-7009
Appendix G
Websites Relevant to Chicana and Chicano Studies at SDSU
Below are some web sites that may be useful in understanding the context of Chicana and Chicano Studies at SDSU. Below each site is a listing of reports that are available through this site.
http://www-rohan.sdsu.edu/dept/mas/mas.html
The Home Page for the Department of Chicana and Chicano Studies. This page links to the following
Chicano Park (constructed for a CCS Class)
Cesar Chavez Memorial Scholarship
Graduate Studies in CCS
http://www-rohan.sdsu.edu/dept/ir/reports.html
San Diego Campus Fall 1997 Enrollment at a Glance
Imperial Valley Campus Fall 1997 Enrollment at a Glance
First-Time Freshmen: Where do They Come From?
Transfer Students: Where do They Come From?
Graduate Students: Where do They Come From?
First-Time Freshmen: Retention and Graduation Rates PDF
Undergraduate Transfers: Retention and Graduation Rates PD
http://www-rohan.sdsu.edu/institutional-research/studentchar.html
Terms and Definitions
Enrollment Summary
Headcount, Student Level, Gender, Full-Time Equivalent, and Unit Load.
Census Enrollment Report
Detailed Headcount, Full-Time Equivalent, and Student Credit Units by Student Level, Gender,
Part-Time/Full-Time, and Enrollment Status
Ethnicity
Undergraduate, Graduate, Campus Enrollment by Ethnicity
Major
Enrollment by Major and College by Student Level
FTE Enrollment
Full-Time Equivalent Enrollments by Discipline and College by Course Level
Age
Age Distribution, Mean, and Median by Student Level
Degrees Granted
Degrees granted by Major and College by Gender
Retention and Graduation Rates
First-Time Freshman and Undergraduate Transfer Rates by Ethnicity
http://www-rohan.sdsu.edu/institutional-research/otherir.html
CSU Analytic Studies (CSU System Statistics)
CPEC (California Post-secondary Education Commission)
California Department of Finance
California Higher Education Policy Center
IPEDS (Integrated Postsecondary Education Data System)
NCES (National Center for Education Statistics)