A native of Euclid, Ohio, Linda Bartlett completed degrees in Spanish at Wake Forest University and the University of Virginia before joining the Furman faculty in 1991. A peninsularist, her teaching and research interests include late 19th- and early 20th-century Spanish literature (especially Juan Ramón Jiménez, Miguel de Unamuno and the "Generation of 1898"), the image of Spain in the United States (17th-century to the present), and the problem of historical memory in contemporary Spain. She teaches courses in language, literature, and culture at the elementary, intermediate, and advanced levels, and has twice co-directed Furman's study away program in Madrid.

In addition to her work as a faculty member, Dr. Bartlett also has had significant experience in academic administration, serving as Furman's Assistant Academic Dean (1999-2001), Associate Academic Dean (2001-2009), and Acting Vice President for Academic Affairs and Dean (2006-2007) before returning to full-time teaching in 2009.

Experience Abroad:

Since spending a semester studying as an undergraduate at the Universidad de Salamanca, Dr. Bartlett has returned to Spain many times for personal and professional travel. In addition to co-directing the Madrid program, she has also twice traveled to Cuba with Furman students and colleagues under the auspices of the Cothran Center for Vocational Reflection.

 

Name Title Description

SPN-115

Intensive Elementary Spanish

Designed to prepare students with some background in Spanish for the first intermediate level course.

SPN-201

Intermediate Spanish I

Continuation of the development of proficiency in listening and speaking, while expanding the reading and writing skills.

SPN-210

Intro to Spanish Readings

Builds upon the basic skills developed through the first intermediate course. By reading numerous short works of fiction and nonfiction and through discussions and short written assignments in Spanish, students enhance their critical listening, speaking, reading, writing skills while expanding vocabulary and cultural skills necessary for further study.

SPN-215

Composition and Conversation

Emphasis on idiomatic expression through guided oral and written practice. Review of basic phonology, grammar and syntax included.

SPN-220

Spanish Civilization

Survey of the culture and civilization of Spain. Areas of study include history, geography, politics, the arts, daily life, traditions, and cultural values.

SPN-265

Spanish Language House

Media such as newspapers, magazines, film, and television help focus regular discussions on current topics of concern to Hispanic society. Student journals are presented in both oral and written form. Spanish is used for all discussions and written work.

SPN-266

Spanish Language House

Media such as newspapers, magazines, film, and television help focus regular discussions on current topics of concern to Hispanic society. Student journals are presented in both oral and written form. Spanish is used for all discussions and written work.

SPN-332

Survey Spanish Literature II

Survey of the major movements, principal authors, and representative works in Spanish literature since 1700.

SPN-430

Readings in Spanish Literature

In-depth focus on a period, movement, author, or genre. Possible topics include: Spanish Picaresque Literature, Literature after the Spanish Civil War, Twentieth Century Spanish Drama, etc. May be repeated once with change of topic.

SPN-450

Studies in Hispanic Civ

Close examination of a particular aspect of Hispanic civilization through a variety of disciplinary perspectives and media. Critical assessment of phenomena of cultural importance in Spain and/or Latin America. May be repeated for credit with a change of instructor/topic.

I strive to inspire students to love the pursuit of knowledge and to encourage and equip them to become better learners, not just about my discipline, but in every aspect of their lives. My goal is to engage students fully with their own education, to move them from passive observers to active participants, and to help them develop their reasoning, problem-solving, and critical thinking skills. Focused engagement with the language, literature, and culture of the Spanish-speaking world is an excellent means of achieving not only these goals, but also of preparing students to better understand and flourish in a globalized world. For me, an effective foreign language classroom at any level is simultaneously a simulated immersion environment and a comfortable space for students to hone their communicative and interpretative skills through guided interactions in the target language with their teacher, their peers, and meaningful texts, both written and visual. Plus, it's just plain fun!

  • Literatura española «fin de siglo»: Texto, contexto y crítica, college-level literary anthology. Co-authored with Mark P. Del Mastro. McGraw-Hill, 1998
  • "Room for Doubt: 'Saduceísmo' in El Cristo de Velázquez," Ojáncano, 38 (octubre 2010), 75-87
  • "In Praise of Tears: Pain and Poetry in Arias tristes," Modernisms and Modernities: Studies in Honor of Donald L. Shaw. Ed. Susan Carvalho. Juan de la Cuesta Monographs, 2005, 73-90
  • "The Sanctity of the Creative Act in El Cristo de Velázquez," Hispanic Journal, xxi.1 (2000), 37-45
  • "'Si tú te llamaras Babel...': Love Poetry, Parody and Irony in Tres tristes tigres," Siglo XX/Twentieth Century (1990-91), 31-40 (as Linda R. Boone)
Education
Ph.D.
University of Virginia
M.A.
University of Virginia
B.A.
Wake Forest University

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