CSP Designation
At the University of Texas Rio Grande Valley, we view our students’ linguistic backgrounds as valuable resources. Spanish language and bilingual courses capitalize on the rich linguistic heritage that many students bring into our classroom and prepare our students to serve their surrounding community. When UTRGV was founded in 2013, the UT System Board of Regents called on UTRGV to explore biculturalism, bilingualism, and biliteracy as part of its fabric, and teaching Spanish language and bilingual courses as well as courses incorporating culturally sustaining pedagogy respond to that call.
We define CSP as courses in which students 1) integrate experiences and 2) develop/invoke an advocacy perspective. As a part of the B3 Scholar Seal, we define these courses as relating to the borderland experiences. These courses should view these experiences as a resource and asset and incorporate assignments and activities which draw upon these resources to promote student success.
Planning CSP in Your Course
We appreciate that CSP will look different in each course. Below are some ideas of how you might integrate relevant pedagogy into your instruction, course content and materials, and student assignments. If you have any questions or would like to discuss your course, please contact us at bilingualintegration@utrgv.edu
- Instruction: Integrate relevant material into course instruction in a way that develops students’ advocacy perspective.
- This may include lectures, course topics, activities, discussion questions, videos, and modules related to Mexican American culture which integrate a social justice perspective.
- This may include lectures, course topics, activities, discussion questions, videos, and modules related to Mexican American culture which integrate a social justice perspective.
- Content/Materials: Integrate relevant borderland experiences content in a way that reflect students’ experiences into the course.
- Integrate culturally sustaining content into your readings, videos, and other course materials.
- If your course has a pre-determined textbook without much or any culturally sustaining content, provide some additional supplementary materials that integrate culturally sustaining content into the course.
- The Office for Bilingual Integration will facilitate connections with library resources, or you may communicate directly with your academic area library liaison. Find your library liaison here.
- Demonstrations of Learning (Student Work): Develop activities and/or assignments that integrate CSP.
- These assignments may vary widely. Options include but are not limited to reflections, journals, discussion boards, papers/essays, class discussions, presentations, videos, posters, community engaged scholarship or service learning activities.
Application Process
To receive the CSP Designation, you will complete a short application, including the following:
- CV
- Please answer the following questions on your interest/plans for integrating CSP in your course:
- Why should this course be taught with CSP?
- How will CSP be represented in the course? How will CSP be represented in 1) instruction, 2) content/materials, and 3) demonstration of learning (student work)?
- Syllabus
- The syllabus should include a short statement on CSP.
- The syllabus should clearly demonstrate how CSP will be used in instruction, content/materials, and/or assignments/activities.
- The syllabus should invite students to pursue the B3 Scholar Seal, the following statement should be included in the syllabus:
- By taking this course, you are on your way to becoming a B3 Scholar and receiving the B3 Scholar Seal upon graduation. Learn more about the B3 Scholar Seal and its requirements and fill out the short Intent to Pursue the B3 Scholar Seal form so that the Office for Bilingual Integration may help you achieve this recognition.
Submit your application here.
Resources Related to CSP
- "What is CSP?" Handout
- CSP Module
- Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.
- Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100,134,136–137.