Course Schedule

ANTH 576 – Language in Culture

Survey of the nature of the interrelationships between language and other cultural phenomena. Graduate-level requirements include a research paper and a journal-style review of a major monograph.

ANTH 696C – Linguistic Anthropology

The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

ANTH 583 – Sociolinguistics

Contributions of the ethnography of communication, language variation studies, and conversation/discourse analysis to the interdisciplinary development of sociolinguistics.

ANTH 588 – Linguistic Elicitation and Documentation

This course introduces students to the basic techniques for documentation, analysis and description of a language in the field. Topics will include (but are not limited to): ethical issues in language documentation, basic recording and transcription techniques, phonetic, phonological, morphological, syntactic and semantic elicitation, narrative and (if possible) discourse documentation. Students will work with a native speaker consultant of an unfamiliar language, both in a group setting and one-on-one.

ANTH 678 – Ethnographic Discourse Analysis

This is a methods based class in linguistic anthropology designed: 1) to give students hand-on experience in linguistic analysis at the level of discourse and 2) to interrogate the micro/macro relationship between discourse patterns, ethnography, and sociopolitical context.

EAS 577 – Qualitative Research in Applied Linguistics: East Asia and Beyond

This course introduces its students to the theories, principles and techniques underlying qualitative research and its application in applied linguistic research. Students apply the data collection and analysis tools and conduct their own qualitative projects during the semester . We begin by exploring the epistemology of qualitative research. The focus is on principles in designing a qualitative research project, such as constructing the research relationship, choosing among different approaches, and situating events in context . We then move to discuss how these theoretical positions are realized in practice through examining common data collection and analysis methods. In the final part, the students present their own projects and reflect on how qualitative methods can contribute to their understanding of specific issues in applied linguistics. Throughout the semester, we also engage in reading and critique of representative qualitative research in applied linguistics- within and beyond the East Asian context.

EDL 608 – Advanced Qualitative Methods in Education

The purpose of this course is to deepen the breadth of the students' skillset and knowledge necessary for the design, implementation, analysis, completion, and presentation of a qualitative dissertation study. Foci for this course may include (but are not limited to): (auto)ethnography, content (theme) analysis, deconstruction, (counter) narrative, discourse analysis, narrative analysis, dialogic analysis, video and photo analysis, arts-based qualitative methods, phenomenological study, case study, participant and nonparticipant observation, and focus groups. Special attention will be paid to the process of analyzing data and discerning themes as they are revealed in the data. This course will further acclimate students to the language and practice of qualitative research and help them develop a critical posture capable of differentiating various ways of developing and executing qualitative research for the culmination of a written, visual, and oral presentation of a research proposal. By course's end, students should be confident in their ability to explain and justify the methodological decisions of their study.

EDL 696A – Topics in Educational Leadership

The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

ENGL 510 – Teaching of Composition

Theory and practice of teaching writing in secondary schools and colleges. Graduate-level requirements include a special topics paper.

ENGL 555 – Introduction to Teaching English as a Second/Foreign Language

The course will provide a general overview of the TESL profession covering prominent theories, methodologies, and issues in the field. Coursework will cover the major methods, including Grammar-Translation, the Direct Method, Audiolingualism, and Communicative Language Teaching. In addition, issues of learner variables, motivation, and contexts of teaching and learning will also be addressed. Students will participate in mock lessons, tutoring sessions, and observations.

Graduate level requirements include a 12-15 page research paper with bibliography of at least eight sources.

ENGL 589 – Internet Technologies in Second/Foreign Language Education

This course explores the theory, practice, and pedagogical application of the latest Internet and communication technologies in second/foreign language education, situated in view of the latest CALL (computer-assisted language learning), CMC (computer-mediated communication), SLA (second language acquisition and development), and applied/educational linguistics research. These technologies include, but are not limited to, synchronous and asynchronous chat, blogs, wikis and collaborative documents, audio (podcasting), video, virtual world/digital gaming, mobile/handheld computing, and social networking tools and sites.

ENGL 596O – Topics in Second Language Teaching

The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

ENGL 598 – Approaches to Teaching Writing

English 598 connects composition theory to praxis. Through a number of activities, we will think carefully about our inclinations, actions and reactions as teachers in the writing classroom. Required of all graduate teaching assistants (GTAs) in their first year of teaching in the Writing Program, preceptorship provides a brief introduction to theory in writing studies and pedagogy as well as embedded support for classroom management. During the course, you will be asked to reflect on the teaching of first-year writing, and we encourage collaboration as we develop our teaching philosophies and approaches to first-year writing.

A major objective of 598 is to embed support within your first year of teaching. You will meet twice weekly with your Mentor, who will provide practical support for your teaching of English 101 and 102. These mentor sessions should be a safe space to reflect on and discuss your experiences with teaching.. It is in these sessions that you will respond to any immediate questions or concerns teaching English 101 and 102. One of the major tasks of mentor groups is arranging a mentor class visit.

ENGL 613 – Methods of Teaching English to Speakers of Other Languages

Foundations, theory, and methodology in English as a second language.

ENGL 615 – Second Language Acquisition Theory

Survey of major perspectives on second language acquisition processes, including interlanguage theory, the Monitor Model, acculturation/pidginization theory, cognitive/connectionist theory, and linguistic universals. Analysis of research from the different perspectives includes consideration of grammatical, pragmatic, and sociolinguistic dimensions of language learning.

ENGL 693A – Applied ESL

Specialized work on an individual basis, consisting of training and practice in actual service in a technical, business, or governmental establishment.

ENGL 580 – Second Language Writing

This course provides an introduction to the teaching of second, foreign, or additional language (L2) writing in diverse contexts. Through readings, discussions, and activities, you will develop your understanding of the theory, research, and practice of L2 writing. We will explore a range of issues, including L2 writing development, culture and identity, pedagogical approaches, course design, feedback on student writing, and writing assessment. While we will work to develop familiarity with L2 writing research and theory and its inter-relations with L1 composition, the course will be grounded in practical and hands-on work with the goal of building your pedagogical knowledge as well as tools and strategies for working with second language writers across settings.

ENGL 612 – Grammatical Analysis

Advanced English grammatical analysis in relation to the acquisition of English as a second language.

FREN 578 – Multiliteracies in L2 Teaching and Learning: Theory, Research, and Practice

In this course, issues in L2 literacy extend beyond pedagogy by examining a wide range of theoretical and research issues. Students discuss how to bridge research and practice, create reading and writing activities grounded in theory and empirical investigations.

FREN 567 – Topics in French Linguistics

Examines in detail current topics in the linguistic analysis of French. May be repeated when topics vary. Taught in French with readings in French and English. Graduate-level requirements include higher level of oral and written work.

GER 561 – The Task of the Translator

This course will combine insights from Translation Studies, applied linguistics, and German cultural / literary studies to help students develop skills, knowledge, and experience in translating a number of literary and non-literary genres, including song texts, short essays, advertising texts, everyday speech, and historical artifacts. We will learn about how to negotiate literal and connotative meaning across codes, idioms, cultures, communities, and symbolic systems. We will explore the idea of "being a translator" as an everyday social and cultural practice. Graduate-level requirements include a final paper.

GER 534 – Literacy through Literature

Exploration of the concept of literacy in the field of second language acquisition and the role that literature can play in the acquisition and teaching of literacy in a foreign or second language. Includes a critical review of theoretical readings from the fields of applied linguistics, second language acquisition theory, education, pedagogy and stylistics and the development of teaching practices, reflecting these theories.

GER 579 – Second/Foreign Language Teaching and Learning

This class is intended to prepare students to teach a second/foreign language. It will provide students with the essential foundations in language teaching methodology and theory, pedagogical grammar, curriculum and materials development, classroom management, and formal and informal assessment techniques. In addition, students will gain practical knowledge through video practicum components, which allow them to watch and reflect on actual classroom teaching. Students will complete this program with the pedagogical knowledge and practical understanding necessary to be confident and effective language teachers.

GER 594B – L2 Acquisition and Teaching

The practical application, on an individual basis, of previously studied theory and the collection of data for future theoretical interpretation.

HED 609 – Organization and Administration in Higher Education

Organizational theory, structures, systems, and administrative procedures in varied higher education institutions; patterns of governance and policy development.

INFO 514 – Computational Social Science

This course will introduce you to the burgeoning methodological subfield called computational social science: An evolving bundle of computationally sophisticated techniques that are increasingly used to answer research questions in the social sciences. The goal of the course is for you to learn how to produce your own computational social science research project aimed at a scholarly outlet. The course will survey the latest published research and train you in research design, methods, and techniques in computational social science. This might include topics such as Big Data, data visualization, social network analysis, agent-based modeling, and natural language processing, as well as identifying and developing variables, mechanisms, and research questions motivated by social science research. The course will also delve into the growing ethical challenges and considerations associated with computational social science research. The course is set up to welcome people from many different backgrounds, in particular those with or without prior exposure to programming, statistics, or the social sciences.

INFO 516 – Introduction to Human Computer Interaction

The field of Human-Computer Interaction (HCI) encompasses the design, implementation, and evaluation of interactive computing systems. This course will provide a survey of HCI theory and practice. The course will address the presentation of information and the design of interaction from a human-centered perspective, looking at relevant perceptive, cognitive, and social factors influencing in the design process. It will motivate practical design guidelines for information presentation through Gestalt theory and studies of consistency, memory, and interpretation. Technological concerns will be examined that include interaction styles, devices, constraints, affordances, and metaphors. Theories, principles and design guidelines will be surveyed for both classical and emerging interaction paradigms, with case studies from practical application scenarios. As a central theme, the course will promote the processes of usability engineering, introducing the concepts of participatory design, requirements analysis, rapid prototyping, iterative development, and user evaluation. Both quantitative and qualitative evaluation strategies will be discussed. This course is co-convened: Upper-level undergraduates and graduate students are encouraged to enroll. Graduate students will be expected to complete more substantial projects and will be given more in-depth reading assignments.

INFO 521 – Introduction to Machine Learning

Machine learning describes the development of algorithms which can modify their internal parameters (i.e., "learn") to recognize patterns and make decisions based on example data. These examples can be provided by a human, or they can be gathered automatically as part of the learning algorithm itself. This course will introduce the fundamentals of machine learning, will describe how to implement several practical methods for pattern recognition, feature selection, clustering, and decision making for reward maximization, and will provide a foundation for the development of new machine learning algorithms.

INFO 524 – Virtual Reality

Virtual reality is an emerging technology that has been widely used in recent years in various areas, such as education, training, well-being, and entertainment. Virtual reality offers a highly immersive experience as the head mounted displays replace the vision of the users with digital imagery. It encompasses many disciplines, such as computer science, human computer interaction, game design and development, information science, and psychology. This course merges a theoretical and practical approach to give students the necessary knowledge to design, develop, and critique virtual reality games and applications.

INFO 551 – Game Development

This course provides an introduction to video game development. We will explore game design (not just computer games, but all games) and continue with an examination of game prototyping. Once we have working prototypes, we will continue with the development of a complete 2D computer game. The remaining course topics include: designing the game engine, rendering the graphics to the screen, and artificial intelligence. Students will be given periodic homework that reinforces what was learned in class. Homework will include developing a game prototype, game design documentation, some programming tasks. Students will work in small teams to develop a working game as a term project. Grades will be primarily based on the term project with some small amount of weight to homework. The examples provided in class will be programmed in Java and available for execution on any operating system. Programming homework assignments will be done in either Java or the language chosen by the instructor. The term project can be written in any programming language with instructor permission.

INFO 555 – Applied Natural Language Processing

Most of the data available on the web or managed by institutions and businesses consists of unstructured text. Natural language processing tools help to organize such texts, extract relevant information from them, and automatize time-consuming processes. This course will teach the fundamental knowledge necessary to design and develop end-to-end natural language understanding applications, drawn from examples such as question answering, sentiment analysis, information extraction, automated inference, machine translation, chatbots, etc. We will use several natural language processing toolkits and libraries.