The purpose of this article is to reflect upon the process by which two professors in Spanish programs at small liberal arts colleges in the southeastern United States developed courses with civic engagement components that enabled our students to engage with the local Hispanic community in meaningful ways. From the outset, we focused on what we saw as an opportunity for connecting the curriculum we taught to our specific regional context, which had been shaped by new immigration patterns that brought large populations of Latin Americans to our region during the 1990s. We also explain how our interactions with local community leaders framed our work in such a way that it grew out of a dialogue about shared interests and goals. In addition to offering details about our specific courses, we explain the rationale behind our efforts and elucidate the unexpected impacts that the inclusion of one engagement course had on our respective curricula and other programming at our institutions, such as study abroad.
Barbas Rhoden, L., & Tate, J. (2014). Connecting Curriculum to Context: Our Story of Two Liberal Arts College Spanish Programs Engaged in a Changing South. PRISM: A Journal of Regional Engagement, 3 (1). Retrieved from http://encompass.eku.edu/prism/vol3/iss1/4