The Department of French, Hispanic, and Italian Studies (FHIS) has a longstanding tradition of connecting classroom learning with real-world experience through community engagement, study abroad and exchange programs, and volunteer and student-worker positions. Such opportunities position students to pursue personal and academic interests, while building relationships both here at UBC and with local and global organizations and institutions, and preparing them for positions and careers that foster critical thinking, interlinguistic and cultural awareness, empathy, and leadership skills.
Students enrolled in our undergraduate programs give back to our academic community through a number of positions that range from serving as Student Representatives, Student Experience Committee Members, Learning Centre Tutors, and Undergraduate Teaching Assistants. In what follows, several student leaders from the Spanish program share their experiences.
Student Representatives
Student Representatives improve the student experience by offering undergraduate perspectives at Department and Program Meetings, informing the decision-making process and ensuring that concerns are addressed.
This experience has not only fostered my leadership skills, enabling me to lead discussions, advocate for student needs, and participate in schedule modification, but it has also served as a platform for my professional growth.
The decision to serve as a Student Representative was driven by my desire to gain valuable insight into the inner operations of the department and to contribute to the academic community. I am passionate about advocacy and am genuinely interested in understanding how the policies and regulations regarding the structure of courses and programs are made and revised. This position offered me a unique opportunity to build a connection between students and staff, thus creating a more collaborative, student-centered environment.
The role of Student Representative has significantly impacted my overall learning experience at UBC, providing a unique perspective on academic decision-making and insights into the intricacies of curriculum planning and program development through meetings with our professors. This engagement has been especially insightful in navigating the challenges brought on by the pandemic, where effective communication between students and instructors became essential.
My involvement in this role has allowed me to actively contribute to the enhancement of the Spanish program, witnessing tangible changes influenced by student feedback and cooperative efforts. This hands-on experience has not only fostered my leadership skills, enabling me to lead discussions, advocate for student needs, and participate in schedule modification, but it has also served as a platform for my professional growth. From a UBC student's perspective, the earnest consideration of students' thoughts by professors and their dedication to continuous program development has been a blessing. This has fostered a greater sense of trust and belonging to our university.
As a result, my role as a Student Representative has played a pivotal role in shaping me into a more informed, engaged, and responsible member of the UBC community, contributing significantly to both my academic and personal development. Looking ahead, the positive changes initiated by the collaboration between students and faculty, coupled with ongoing refinement efforts, will not only benefit the current student body, but will also create a more comprehensive and thoughtful Major and Minor system for future students, ensuring the continual thriving of FHIS for years to come.
As a Student Representative, my goal is to make a contribution to FHIS, especially the Spanish program, advocating for my fellow peers. As I realize that the curriculum may limit the outlets for students to express their voices, I usually talk to my classmates to gather their ideas and feedback, so that when I attend meetings, I convey their perspectives to the professors and speak up for their needs in order to impact decisions that will improve the approach and quality of education within the department.
Specifically, the scheduling, content, and requirements of different courses are adjusted in consideration of student ideas and situations. For example, our survey results revealed that students have a keen interest in continuing to engage with our program, but may have confusion regarding course planning. Also, the diverse range of responses from students across disciplines such as Psychology, English, International Relations, and Political Science serves as a compelling reminder of the crucial role a Student Representative plays in bridging departmental gaps. This implies the necessity for effective communication channels that traverse diverse academic realms.
In line with these insights, the value I hope I can bring is to create a channel of communication between students and faculty, ensuring that the academic experience meets the diverse needs and desires of the student body, and that students, from those who have no prior experience to native speakers, can find a course that suits their interests. Ultimately, it is my objective to contribute to a more inclusive environment where every student feels heard and supported in their learning process, as well as an atmosphere where different perspectives are recognized and valued.
Student Experience Committee
Student Experience Committee members work with faculty members to improve the Spanish program by sharing feedback and ideas for improvement on a wide range of topics, such as: increasing awareness of and accessibility to volunteer opportunities and departmental resources; improving the curriculum for the Major and Minor; building a stronger community; informing policies; and creating more opportunities for conversation practice in the target language.
I feel much more connected to FHIS knowing that my opinions are not only valued, but used to inform decision-making within the department.
This role has helped me to effectively communicate my concerns and work with a team to conceptualize a plan of action. It has been great to work one-on-one with professors who genuinely care about what you have to say. I feel much more connected to FHIS knowing that my opinions are not only valued, but used to inform decision-making within the department.
The professors at FHIS want the best for the students in their programs. By representing student interests, I hope to inform professors of changes they could make to their curriculum that can help students get the most out of their classes. While I have gained a lot of formal experience with the Spanish language through the Spanish minor, I believe that there should also be a bigger focus on everyday speech and communication. I hope that in the future, students in the Spanish Major or Minor can focus on developing their communication skills so that their Spanish skills are applicable to simpler, everyday interactions and even a job setting.
I would like to address barriers that discourage students from adding a Spanish specialization to their degree.
This role has significantly bettered my student experience at UBC! I have had a chance to lead something with students in the Spanish program, which I believe will help me run my own law firm in the future. I have also had a chance to hear from and interact with so many students in the Spanish program that I lost touch with or never met. This role has also allowed me to market myself and the Spanish program, and learn how to acquire and manage resources. I have had a chance to become more self-confident and learn how to manage routine responsibilities. Most importantly, this role has positively shaped my student experience at UBC by making me feel seen and heard, knowing that the Spanish program and faculty members care about what we have to say!
I hope to increase the number of students in the Spanish program by inspiring them to add a Spanish specialization, whether a Major or a Minor. I would like to help students in the Spanish program feel that they have more flexibility with their timetables and with the program in general, and to address barriers that might discourage students from adding a Spanish specialization to their degree. Lastly, I hope to help students in the Spanish program feel that they have sufficient course options, and that the curricula and learning goals of those courses align with their expectations.
I developed a survey to assess the demand for resources among Spanish students and determine where they should be allocated. Students can complete the survey here.
I developed a Discord server for Spanish students in order to create a more empowered and interconnected student population. Students can access the Discord server here.
I hope to integrate an interdisciplinary perspective into the Spanish program by adding more cross-cultural experiences and exposure to social justice issues.
Being a committee member has allowed me to voice my opinions and connect with some very dedicated faculty members and peers. Working in these roles has also enhanced my time management and teamwork skills. In the committee, we usually brainstorm ideas related to the Spanish curriculum, peer-led advising, language tables, etc., which have shaped my interpersonal skills and overall personal growth. In addition, the committee has equipped me to expand my horizons and incorporate different viewpoints through weekly discussions that offer fresh perspectives.
I aim to raise awareness about the department's developments and let other students know how many doors learning a new language can open for them, both professionally and academically. I also hope to integrate an interdisciplinary perspective into the Spanish program and language-learning process, for example, by adding more cross-cultural experiences and exposure to social justice issues, like the Latin American immigration experience. Apart from this, I also hope to give back to the Spanish department with some of the most incredible and generous professors, who have inspired me to pursue Spanish Studies.
Learning Centre Tutors
Tutors at the FHIS Learning Centre host one-on-one tutoring sessions with students taking Spanish courses, assisting with grammar, writing, reading comprehension, and conversation practice.
I hope to show students that learning the language they've always been curious about at university is possible, and that there are so many resources available at UBC to do so.
I initially started tutoring at the FHIS Learning Centre to use my knowledge of linguistics to help the UBC community. Being a non-native Spanish speaker, I understand how difficult it can be to learn a new language at university. I truly believe that the best way to learn a language is to immerse yourself in an environment where you are encouraged to ask questions and make mistakes.
I was also motivated by the incredible, supportive professors in the Spanish program that encouraged me to take an active role in my learning by teaching others. I hope that I can show students that learning the language they've always been curious about at university is possible, and that there are so many resources available at UBC to do so. It can truly broaden not only your experience at university, but your entire worldview.
Through my involvement in the Spanish program and the FHIS Department, I've met so many incredible people and gained a real sense of community here at UBC. Many students and fellow tutors have become friends of mine.
Teaching Assistants
Undergraduate Teaching Assistants (TA) attend lectures and help teach lessons, answer students’ questions through email and office hours, and assist instructors with marking assignments and exams.
I was looking for ways to incorporate the skills I gained from tutoring at the Learning Centre into a more structured, academic setting.
I was motivated to take my skills to the next level by accepting the offer to become a TA for Spanish 101. I was looking for a challenge and ways to incorporate the skills I gained from tutoring at the Learning Centre into a more structured, academic setting. When I was offered the opportunity to TA for the professor that I took my first ever Spanish class with at UBC, it was a special, full-circle moment.
I’ve developed interpersonal skills in both English and Spanish that have given me the confidence to engage with people from all backgrounds. I will carry these skills with me throughout my time at UBC and into the future.
