Portuguese Individualized Instruction
Location and instructors || General information || Appointments || FAQ Frequently Asked Questions
Portuguese I.I. is a self-paced, mastery-based program of learning the language that is designed to mirror the courses offered in the classroom. The courses offered are Portuguese 101.51, 102.51, 103.51, and 104.51. The individualized and the classroom tracks have the same goals: to help the student achieve a certain degree of proficiency in the four basic language skills (listening, speaking, reading, and writing). However, Portuguese I.I. differs from classroom courses in the following:
Mastery-based learning: Because of the highly independent nature of language learning in the I.I. program, we require that students perform at the level of 80% or better.
Variable pacing: In I.I. you set your own pace of learning. Each unit will guide you step by step through the program, but you must work regularly! Self-motivated students do better in this type of program than those who need "exterior" encouragement (from a teacher or a deadline, for example).
Flexible credit: One full course is worth five credit hours. In the classroom, these 5 hours would be completed over a 10-week quarter. In the Individualized Instruction program, you can spread those credits hours over more than one quarter (or, conversely, you can finish one course and start another in the same quarter). The number of credit hours earned depends on your learning pace. You may earn anywhere between two and twenty credit hours per quarter. Only students finishing a course or those enrolled through Program 60 (or other special programs) may register for one credit per quarter. In Portuguese I.I., one credit hour is equivalent to one module; each complete course comprises a total of 5 modules.
Flexible meeting times: All work in I.I. is done on an appointment basis. You set deadlines for finishing each module and make the required appointments when you are ready. You need to set your deadlines for each module with an instructor. How often you come in to see an instructor depends on how quickly you are working and how much additional help you need. It will also depend on available appointment times.
GEC Goals and Objectives
Goals:
Foreign Language coursework develops students’ skills in communication across ethnic, cultural, ideological, and national boundaries, and helps students develop an understanding of other cultures and patterns of thought.
Expected Learning Outcomes:
- Students demonstrate basic communicative skills (e.g., speaking, listening, reading, and/or writing) in a language other than their native language.
- Students learn about the cultural contexts and manifestations of the peoples who speak the language that they are studying.
- Students recognize and understand differences and similarities between the cultures and communities of the language that they are studying and their own.
Academic Misconduct:
"It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The term "academic misconduct" includes all forms of student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall report all instances of alleged academic misconduct to the committee (Faculty Rule 3335-5-487). For additional information, see the Code of Student Conduct [PDF]."
Academic misconduct is defined as any activity which tends to compromise the academic integrity of the institution, or subvert the educational process. Such instances include, but are not limited to: cheating on assignments or examinations, collusion, falsification of excuses, submitting work from a previous quarter without explicit permission of the current instructor, violation of course rules contained in the syllabus or provided in class and plagiarism. Plagiarism is the representation of another's works or ideas as one's own: it includes the unacknowledged word for word use and/or paraphrasing of another person's work, and/or the inappropriate unacknowledged use of another person's ideas. Plagiarism via the internet is not only dishonest; it's also liable to be caught. Paper assignments, if they are clear and course-specific, don't match well with what's available on the net, and search engines on the net make detection of plagiarism as easy as plagiarism itself. For example for a written or oral report you should use the vocabulary, grammar structures, and strategies you've learned. Paraphrase your information and do not "cut and paste" whole paragraphs from the web. Using online or electronic translators can also be a form of plagiarism when used in order to form structures longer than a couple of words, and when these structures do not reflect a student’s previous work in the course. For more on university policies concerning plagiarism, including information on the formal hearing process by the Committee on Academic Misconduct visit the COAM FAQ page.
Disability Services:
Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Students with disabilities that have been certified by the Office for Disability Services will be appropriately accommodated, and should inform the instructor as soon as possible of their needs. The Office for Disability Services is located in 150 Pomerene Hall, 1760 Neil Avenue; telephone 292-3307, TDD 292-0901.
Contact Information:
Stephanie Aubry (aubry.9@osu.edu)
or the Department of Spanish and Portuguese
Hagerty Hall 298
614-292-4958
