What's new in Duke courses - taulaentitatssarria.cat

Some lessons are the result of student efforts, but they all meet a need

What’s new in Duke courses this fall? American Sign Language (ASL). How to have constructive discussions in today’s heated political environment. Game design. These are some of the subjects offered for the first time at Duke. Some new courses were the result of student-led efforts, such as ASL, but they all fill a need. As a preview, here’s what happened during recent teaching sessions.

American Sign Language (ASL)

The Duke ASL Club was a major force behind the new ASL course offerings. “Students wanted it,” says teacher Kraig Klingenberg. “They are involved and enthusiastic.”

Klingenberg says that students gave various reasons for taking the course this semester: a deaf family member, a future career or the language credit. But “most want to learn something unique,” added Klingenberg, who became interested in deaf culture when he was in grade school and had a friend whose mother was deaf. “Learning ASL is a way to be immersed in a culture without traveling.”

During a warm-up during a recent class, students worked in pairs and practiced ASL by discussing their hobbies and using signs if they were unfamiliar with the sign. Animated conversations included describing their interests: listening to music, reading, sewing and watching movies.

The sign for the school subject mathematics

As part of a class activity to discuss math and numbers in ASL, students were encouraged to ask follow-up questions. Pictured here are sophomore Athmika Krishnan, left, and senior Maddie Lefkowitz.

“Learning ASL is a way to be immersed in a culture without traveling.”

Craig Klingenberg

“The public sphere and the democratic process” in civil discourse and democracy

How to teach civil discourse – or prepare students to respect different points of view – is being seen in multiple efforts on campus. This course, “The Public Sphere and the Democratic Process,” is part of a Duke Immerse program called Civil Discourse and Democracy, which includes a total of four courses. The courses examine the role of media and policymakers in public debate.

Eleven students meet in the same room all day twice a week for the four courses – including one called “Uncivil Discourse: The Media’s Role in America’s Arguments with Itself” – taught by different professors.

“I went into this thinking my class would be the boring class of four,” said Phil Napoli, James R. Shepley Distinguished Professor of Public Policy. “Maybe so, but the students certainly didn’t give me that feeling.”

In fact, it’s the opposite. During a recent class session, students enthusiastically embraced conceptual topics such as “parasitic journalism,” the way readers consume information, and nonprofit media versus commercial media.

“I thought we would be homogeneous,” but that's not the case, said sophomore Aarav Dagar in the Civil Discourse course. — “I thought we would be homogeneous,” but that’s not the case, said sophomore Aarav Dagar in the Civil Discourse course.

'We've had interesting discussions about things that are personal to us. We have a level of confidence,” said senior Sofia Bliss-Carrascosa (photo speaking). — ‘We’ve had interesting discussions about things that are personal to us. We have a level of confidence,” said senior Sofia Bliss-Carrascosa (photo speaking).

“I hope this course provides a foundation for the work students do in the other courses, which focus on more specific deliberative contexts, such as personal debates, college campuses, and the news media,” Napoli said.

Students said the program structure makes them feel comfortable in class. “During a big lecture,” sophomore Kaylyn said. Oh, you don’t always say things you want. “This course creates intimacy,” stating the basic rules applied to all four courses.

Sophomore Amaia Clayton said she appreciated learning how a person’s background can shape their opinions. “I’m from Idaho,” she said. “When I talk about extremism, it’s a different experience than someone from somewhere else.”

In the classroom, Professor Phil Napoli started conversations with students about topics such as “parasitic journalism,” the way we consume information, and fact-checking.

‘We’ve had interesting discussions about things that are personal to us. There is a certain amount of trust.”

Sofia Bliss-Carrascosa

Game design, development and innovation

A Master of Engineering in Game Design, Development and Innovation is one of the new graduate programs offered at the Pratt School of Engineering.

“Most people don’t know that the gaming industry is bigger than the film and music industries,” said Ernesto Escobar, director of the program and executive-in-residence for Pratt’s Engineering Graduate and Professional Programs. “Few universities have formal game design and development programs. There is a demand for talent.”

The game design degree falls under a group of Pratt master’s programs that are industry-focused, such as engineering management, financial technology, AI, cybersecurity, and design and technology innovation.

“We added ‘innovation’ (to the name) because the gaming tools and applications are not just for entertainment, but can also be applied in a variety of industries,” Escobar said. “To build medical simulations, for example, you use the same skills that are used to build games. Over time, I see gaming technology being used and adopted by every sector.”

The courses replicate a studio environment, with real resources, structures and requirements, Escobar said. Students work in teams, like in a studio, and each team develops one robust game by the end of the program. “My goal is that when employers hire our students, they feel like they are hiring someone with two years of experience and not someone who just graduated,” Escobar said.

The course simulates a studio environment, where students work in teams.

Each team develops one robust game by the end of the program.

“The gaming industry is bigger than the film and music industries. … There is a demand for talent.”

Ernesto Escobar