An honors thesis is required of all the students graduating with honors. Students ordinarily sign up for this course as a two-semester sequence. The first semester the student performs research under the supervision of a faculty member; the second semester the student writes an honors thesis.
A culminating experience for majors involving a substantive project that demonstrates a synthesis of learning accumulated in the major, including broadly comprehensive knowledge of the discipline and its methodologies. Senior standing required.
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.
The exchange of scholarly information and/or secondary research, usually in a small group setting.Instruction often includes lectures by several different persons. Research projects may or may not be required of course registrants.
The practical application, on an individual basis, of previously studied theory and the collection of data for future theoretical interpretation.
The overarching goals of this course are two-fold. First, it aims to introduce students to the continuity as well as heterogeneity of the Chinese language(s) in the Sinophone world, including not only Mainland China but Taiwan and Hong Kong as well. Through highlighting issues related to language variation and change, and their relationship to social identity, the course is intended to guide students to understand the complex interaction between linguistic practices and social stratification as well as cultural changes. It focuses on sociolinguistic aspects that are particularly salient to Chinese, such as language and dialect, place, gender, pragmatics, cross-cultural communication, as well as language policy and planning. Secondly, this course strives to provide students with a comparative approach by incorporating studies on Chinese sociolinguistic and those based on other languages such as English. In so doing, it hopes to encourage the students to reflect upon their everyday linguistic experience here in Tucson and compare that with what is happening in the Sinophone world.
Formation of ancient Chinese society; organization of families and clans; social stratification, mobility, conflict, and control in traditional China; and transformation from traditional to modern society.
This course seeks to understand the tumultuous events of 20th century China by examining the central historical figure of this era, namely Mao Zedong. Through a variety of course material, including biography, fiction, film, and primary source material, students will explore topics including the Pacific War, the Chinese Civil War, the Great Leap Forward, the Cultural Revolution, and the critical dilemma of how post-Mao leaders in China have sought to manage the historical memory of Mao and Maoism. In addition, the course will grapple with the question of how personalities may (or may not) affect the course of history.
This course is designed for graduate and undergraduate students who are current or future Chinese language educators. We will review different approaches and methods for language teaching in general, while focusing on specific issues related to Chinese pedagogy (e.g., the orthography system, Chinese heritage speakers, and teaching culture through language). It specifically aims to prepare the students to teach the Chinese language in the school setting in the US. Therefore, it highlights an integrated approach and emphasizes techniques to create a communicative, interactive, and effective language classroom. The course will also provide ways of incorporating technologies and the social media for Chinese pedagogical purposes, and help the students to become a lifelong learner through practices such as peer observation and teaching reflections. All students enrolled in this course are expected to have completed at least the advanced level Chinese language courses (or the equivalent).