Asian Civilizations and Humanities

Readings in translation and discussion of texts of Middle Eastern and Indian origin. Readings may include the Quran, Islamic philosophy, Sufi poetry, the Upanishads, Buddhist sutras, the Bhagavad Gita, Indian epics and drama, and Gandhis Autobiography.

Readings in translation and discussion of texts of Middle Eastern and Indian origin. Readings may include the Quran, Islamic philosophy, Sufi poetry, the Upanishads, Buddhist sutras, the Bhagavad Gita, Indian epics and drama, and Gandhis Autobiography.

Readings in translation and discussion of texts of Middle Eastern and Indian origin. Readings may include the Quran, Islamic philosophy, Sufi poetry, the Upanishads, Buddhist sutras, the Bhagavad Gita, Indian epics and drama, and Gandhis Autobiography.

This seminar is an exploration of some "great books" from the Middle East and South Asia. We will read books, plays, stories, and poems in English translation that were originally written in Arabic, Persian, Bangla, Sanskrit. From the Thousand and One Nights to an Arabic epic about a warrior princess to the Bhagavad Gita, we will examine themes of storytelling, gender, politics, and the nature of divinity. With the exception of one Sudanese novel, we will be focusing on texts from the premodern period, and our focus will be on how to interpret texts, develop arguments about those texts, and learning about cultures of reading and writing in the past.

This course explores the core classical literature in Chinese, Japanese and Korean Humanities. The main objective of the course is to discover the meanings that these literature offer, not just for the original audience or for the respective cultures, but for us. As such, it is not a survey or a lecture-based course. Rather than being taught what meanings are to be derived from the texts, we explore meanings together, informed by in-depth reading and thorough ongoing discussion.

This course explores the core classical literature in Chinese, Japanese and Korean Humanities. The main objective of the course is to discover the meanings that these literature offer, not just for the original audience or for the respective cultures, but for us. As such, it is not a survey or a lecture-based course. Rather than being taught what meanings are to be derived from the texts, we explore meanings together, informed by in-depth reading and thorough ongoing discussion.

This course explores the core classical literature in Chinese, Japanese and Korean Humanities. The main objective of the course is to discover the meanings that these literature offer, not just for the original audience or for the respective cultures, but for us. As such, it is not a survey or a lecture-based course. Rather than being taught what meanings are to be derived from the texts, we explore meanings together, informed by in-depth reading and thorough ongoing discussion.

This course explores the core classical literature in Chinese, Japanese and Korean Humanities. The main objective of the course is to discover the meanings that these literature offer, not just for the original audience or for the respective cultures, but for us. As such, it is not a survey or a lecture-based course. Rather than being taught what meanings are to be derived from the texts, we explore meanings together, informed by in-depth reading and thorough ongoing discussion.

Introduces distinctive aesthetic traditions of China, Japan, and Korea--their similarities and differences--through an examination of the visual significance of selected works of painting, sculpture, architecture, and other arts in relation to the history, culture, and religions of East Asia.

Prerequisites: NOTE:Students must register for a discussion section, ASCE UN1360 The evolution of Chinese civilization from ancient times to the 20th century, with emphasis on characteristic institutions and traditions.

First Year Chinese II (CHNX1002) is the continuation of First Year Chinese I (CHNSX1001). It is designed for students with some prior knowledge of Mandarin Chinese and either one semester or one year of college-level learning experience in Mandarin Chinese. Upon successful completion of First Year Chinese II, students are expected to reach Novice High to Intermediate Low proficiency. At this level, you will be able to understand, interpret, speak, and write about everyday topics such as greetings, dining, and exchanging personal information. In addition to language skills, you will gain an understanding of the cultural products, practices, and perspectives of the Chinese-speaking world and be able to relate them to your own cultural experiences. As a language course, it emphasizes immersion: Chinese will be the primary language spoken and heard in the classroom. 

This is an introductory course to the Chinese language for absolute beginners. Students will develop basic skills in listening and speaking Chinese, while familiarizing themselves with its writing system. This course is divided into two parts: Introductory Chinese A and Introductory Chinese B. The two parts together cover the same materials as CHNS UN1101 FIRST YEAR CHINESE I.

This is an introductory course to the Chinese language for absolute beginners. Students will develop basic skills in listening and speaking Chinese, while familiarizing themselves with its writing system. This course is divided into two parts: Introductory Chinese A and Introductory Chinese B. The two parts together cover the same materials as CHNS UN1101 FIRST YEAR CHINESE I.

This is an introductory course to the Chinese language for absolute beginners. Students will develop basic skills in listening and speaking Chinese, while familiarizing themselves with its writing system. This course is divided into two parts: Introductory Chinese A and Introductory Chinese B. The two parts together cover the same materials as CHNS UN1101 FIRST YEAR CHINESE I.

This course offers an immersive look into contemporary China, combining both dialogues and narratives. Through meticulously designed texts and exercises, it highlights key Chinese linguistic structures and functions, provides cultural insights, and draws students into China’s continually evolving landscape. By the end of the full course (two semesters), students are expected to have the following proficiencies: Listening: Grasp conversations, narratives, and informational content matched to their proficiency level. Speaking: Handle everyday situations and participate in discussions on daily events, careers, society, and culture. Reading: Delve into expository and narrative writings, ensuring accurate vocabulary usage, and discern the primary theme of passages. Writing: Construct essays spanning from personal accounts to analytical discussions, utilizing appropriate vocabulary. Culture: Understand and adhere to fundamental Chinese social conventions, employing the language in harmony with these guidelines.

This course offers an immersive look into contemporary China, combining both dialogues and narratives. Through meticulously designed texts and exercises, it highlights key Chinese linguistic structures and functions, provides cultural insights, and draws students into China’s continually evolving landscape. By the end of the full course (two semesters), students are expected to have the following proficiencies: Listening: Grasp conversations, narratives, and informational content matched to their proficiency level. Speaking: Handle everyday situations and participate in discussions on daily events, careers, society, and culture. Reading: Delve into expository and narrative writings, ensuring accurate vocabulary usage, and discern the primary theme of passages. Writing: Construct essays spanning from personal accounts to analytical discussions, utilizing appropriate vocabulary. Culture: Understand and adhere to fundamental Chinese social conventions, employing the language in harmony with these guidelines.

This course offers an immersive look into contemporary China, combining both dialogues and narratives. Through meticulously designed texts and exercises, it highlights key Chinese linguistic structures and functions, provides cultural insights, and draws students into China’s continually evolving landscape. By the end of the full course (two semesters), students are expected to have the following proficiencies: Listening: Grasp conversations, narratives, and informational content matched to their proficiency level. Speaking: Handle everyday situations and participate in discussions on daily events, careers, society, and culture. Reading: Delve into expository and narrative writings, ensuring accurate vocabulary usage, and discern the primary theme of passages. Writing: Construct essays spanning from personal accounts to analytical discussions, utilizing appropriate vocabulary. Culture: Understand and adhere to fundamental Chinese social conventions, employing the language in harmony with these guidelines.

This course offers an immersive look into contemporary China, combining both dialogues and narratives. Through meticulously designed texts and exercises, it highlights key Chinese linguistic structures and functions, provides cultural insights, and draws students into China’s continually evolving landscape. By the end of the full course (two semesters), students are expected to have the following proficiencies: Listening: Grasp conversations, narratives, and informational content matched to their proficiency level. Speaking: Handle everyday situations and participate in discussions on daily events, careers, society, and culture. Reading: Delve into expository and narrative writings, ensuring accurate vocabulary usage, and discern the primary theme of passages. Writing: Construct essays spanning from personal accounts to analytical discussions, utilizing appropriate vocabulary. Culture: Understand and adhere to fundamental Chinese social conventions, employing the language in harmony with these guidelines.

This course offers an immersive look into contemporary China, combining both dialogues and narratives. Through meticulously designed texts and exercises, it highlights key Chinese linguistic structures and functions, provides cultural insights, and draws students into China’s continually evolving landscape. By the end of the full course (two semesters), students are expected to have the following proficiencies: Listening: Grasp conversations, narratives, and informational content matched to their proficiency level. Speaking: Handle everyday situations and participate in discussions on daily events, careers, society, and culture. Reading: Delve into expository and narrative writings, ensuring accurate vocabulary usage, and discern the primary theme of passages. Writing: Construct essays spanning from personal accounts to analytical discussions, utilizing appropriate vocabulary. Culture: Understand and adhere to fundamental Chinese social conventions, employing the language in harmony with these guidelines.

Second Year Chinese II (CHNX2002) is the continuation of Second Year Chinese I (CHNSX2001). It is designed for students who have completed a rigorous three-semester college-level Mandarin course or its equivalent. This course aims to develop proficiency in listening, speaking, reading, and writing at the Intermediate High to Advanced Low levels according to the ACTFL guidelines. Students will engage with real-world scenarios relevant to studying abroad and gain a deeper understanding of modern Chinese society and culture. Emphasis is placed on narration, description, comparison, and the development of intercultural competence through comparative cultural analysis. Course materials include dialogues and narratives to support vocabulary, grammar, communication, and cultural learning.  

As the second half of a one-year program for intermediate Chinese learners, this course helps students consolidate and develop everyday communicative skills in Chinese, as well as
introducing aspects of Chinese culture such as the social norms of politeness and gift-giving. Semi-formal and literary styles will also be introduced as students transition to more advanced
levels of Chinese language study. While providing training for everyday communication skills, Second Year Chinese aims to improve the student's linguistic competence in preparation for
advanced studies in Mandarin.

As the second half of a one-year program for intermediate Chinese learners, this course helps students consolidate and develop everyday communicative skills in Chinese, as well as
introducing aspects of Chinese culture such as the social norms of politeness and gift-giving. Semi-formal and literary styles will also be introduced as students transition to more advanced
levels of Chinese language study. While providing training for everyday communication skills, Second Year Chinese aims to improve the student's linguistic competence in preparation for
advanced studies in Mandarin.

As the second half of a one-year program for intermediate Chinese learners, this course helps students consolidate and develop everyday communicative skills in Chinese, as well as
introducing aspects of Chinese culture such as the social norms of politeness and gift-giving. Semi-formal and literary styles will also be introduced as students transition to more advanced
levels of Chinese language study. While providing training for everyday communication skills, Second Year Chinese aims to improve the student's linguistic competence in preparation for
advanced studies in Mandarin.

As the second half of a one-year program for intermediate Chinese learners, this course helps students consolidate and develop everyday communicative skills in Chinese, as well as
introducing aspects of Chinese culture such as the social norms of politeness and gift-giving. Semi-formal and literary styles will also be introduced as students transition to more advanced
levels of Chinese language study. While providing training for everyday communication skills, Second Year Chinese aims to improve the student's linguistic competence in preparation for
advanced studies in Mandarin.

As the second half of a one-year program for intermediate Chinese learners, this course helps students consolidate and develop everyday communicative skills in Chinese, as well as
introducing aspects of Chinese culture such as the social norms of politeness and gift-giving. Semi-formal and literary styles will also be introduced as students transition to more advanced
levels of Chinese language study. While providing training for everyday communication skills, Second Year Chinese aims to improve the student's linguistic competence in preparation for
advanced studies in Mandarin.

Second-Year Chinese W (I & II) : This course is designed for heritage learners with conversational abilities and foundational literacy skills in Mandarin Chinese. Through a combination of interactive lessons, focused linguistic exercises, cultural exploration, and real-world applications, students will deepen their understanding of their cultural heritage while expanding their vocabulary and enhancing their language skills. By the end of the course, students will be better equipped to engage confidently with family members and other Chinese-speaking communities.

Third Year Chinese II, CHNS3004UN, 5 points. You are required to take Third Year Chinese I, CHNS3003UN, 5 points with this course.

Instructor: Zhirong Wang

Prerequisites: Two (2) years of college-level Chinese or the equivalent

Texts: Jingua Chinese (Columbia University staff, published by Peking University Press; simplified characters)

Introduces Chinese social values and attitudes, focusing on the rapid changes now taking place in China. Uses materials from Chinese newspapers and modern short stories to teach essential elements of semi-formal and formal writing. Reading and writing are routine tasks, and oral discussion and debate are important components of the class, allowing students to integrate and improve their communication skills in Chinese.

To enroll in this course, you must apply to the Virtual Columbia Summer Chinese Language program through the Center for Undergraduate Global Engagement (UGE). Global Learning Scholarships available. Tuition charges apply.

Please note the program dates are different from the Summer Term A & B dates. 

Third Year Chinese II, CHNS3004UN, 5 points. You are required to take Third Year Chinese I, CHNS3003UN, 5 points with this course.

Instructor: Zhirong Wang

Prerequisites: Two (2) years of college-level Chinese or the equivalent

Texts: Jingua Chinese (Columbia University staff, published by Peking University Press; simplified characters)

Introduces Chinese social values and attitudes, focusing on the rapid changes now taking place in China. Uses materials from Chinese newspapers and modern short stories to teach essential elements of semi-formal and formal writing. Reading and writing are routine tasks, and oral discussion and debate are important components of the class, allowing students to integrate and improve their communication skills in Chinese.

To enroll in this course, you must apply to the Virtual Columbia Summer Chinese Language program through the Center for Undergraduate Global Engagement (UGE). Global Learning Scholarships available. Tuition charges apply.

Please note the program dates are different from the Summer Term A & B dates. 

Third Year Chinese II, CHNS3004UN, 5 points. You are required to take Third Year Chinese I, CHNS3003UN, 5 points with this course.

Instructor: Zhirong Wang

Prerequisites: Two (2) years of college-level Chinese or the equivalent

Texts: Jingua Chinese (Columbia University staff, published by Peking University Press; simplified characters)

Introduces Chinese social values and attitudes, focusing on the rapid changes now taking place in China. Uses materials from Chinese newspapers and modern short stories to teach essential elements of semi-formal and formal writing. Reading and writing are routine tasks, and oral discussion and debate are important components of the class, allowing students to integrate and improve their communication skills in Chinese.

To enroll in this course, you must apply to the Virtual Columbia Summer Chinese Language program through the Center for Undergraduate Global Engagement (UGE). Global Learning Scholarships available. Tuition charges apply.

Please note the program dates are different from the Summer Term A & B dates. 

Conversational Chinese II is the continuation of Conversational Chinese I, both of which are designed for students with at least two years of college-level Chinese who wish to improve their conversational skills. It focuses on practical speaking and listening in real- world contexts, emphasizing fluency, vocabulary expansion, and cultural competence. Students will develop confidence in expressing opinions, narrating experiences, and engaging in spontaneous conversations on everyday andcontemporary topics.

Note: This Course CANNOT be used to fulfill the language requirement.

Conversational Chinese II is the continuation of Conversational Chinese I, both of which are designed for students with at least two years of college-level Chinese who wish to improve their conversational skills. It focuses on practical speaking and listening in real- world contexts, emphasizing fluency, vocabulary expansion, and cultural competence. Students will develop confidence in expressing opinions, narrating experiences, and engaging in spontaneous conversations on everyday andcontemporary topics.

Note: This Course CANNOT be used to fulfill the language requirement.

This course is designed to help students master formal Chinese for professional or academic purposes. It includes reading materials and discussions on selections from Chinese media covering contemporary topics, Chinese literature, and modern Chinese intellectual history. The course aims to enhance students' strategies for comprehension, as well as their written and oral communication skills in formal modern Chinese.

This course, taught in English, offers an in-depth exploration of the Chinese language and its historical development. Key topics include historical phonology and syntax, the Chinese script, and the classification and linguistic features of major dialects. The course also explores the emergence of modern standard Chinese and early poetic traditions. The primary goal is to deepen students’ understanding of the language’s evolution while strengthening their critical thinking skills.

Advanced Business Chinese II is the continuation of Advanced Business Chinese I, both of which are designed to help Columbia students who have achieved the advanced level of proficiency in Chinese use the language to communicate effectively in professional contexts. Topics to be discussed include, but are not limited to, the concept of Face, Guanxi/Interpersonal obligations, Chinese modesty and humility, and Chinese style of negotiation and decision making.

The Fifth Year Chinese course is designed for advanced learners who have a proficient command of the Chinese language in all four aspects: listening, speaking, reading, and writing, regardless of whether they have Chinese heritage. The course provides a wide variety of literary genres, ranging from short stories to aesthetic essays to academic articles, to enhance students' mastery of formal written Chinese. While the primary objectives of this course lie in reading, students also have opportunities to develop their speaking competence through a variety of in-class discussions, debates, and presentations.

This course describes the morphological, syntactic and phonological structures of Chinese language within the framework of the functional grammar. The focus is placed on the “mapping” of linguistic forms and their semantic and pragmatic functions. Pedagogical suggestions on how to teach these structures are also provided. 

Prerequisites: CHNS G5000x. This course is designed for graduate students who have successfully passed Course I (G5000) and who are permitted by the Department to take this course, which entails working as a teaching assistant in the Chinese language program. In addition to coordinating closely with his or her mentors and the course coordinator, the student TA has to design and teach first year drill sessions, team-teach with his or her mentors, and do other teaching-related assignments.

This course studies representative scholarly works in Chinese from the early twentieth century till the present. Emphasizing scholarship as a sophisticated rhetorical artifice produced within specific historical contexts, this course explores the rhetoric of academic writing and examines Chinese scholarship as a site of linguistic, epistomological, and cultural contestation. This course is taught in Mandarin Chinese.

This course will use films to introduce Chinese contemporary history, culture, and values. As the first part of this course, it focuses primarily on films produced in mainland China. Students will explore a selection of films from the early 1930s to the present, spanning various genres and themes, including internationally renowned Chinese films, independent productions, and mainstream popular works, while also reflecting diverse customs and dialects. Through this exploration, students will develop a foundational understanding of China’s contemporary history, society, and its rich and diverse cultural traditions and values. Each film will be analyzed within its historical context, considering both its aesthetic form and social content. Class meetings incorporate lectures, film screenings, discussions, and student presentations.

Why do certain mental illnesses only appear in specific regions of the world? What processes of translation, adaption, and “indigenization” take place when psychiatric diagnostic categories, pharmaceutical regimens, and psychodynamic treatments developed in the West travel to China, Japan and South Korea? How do contemporary East Asian therapeutic modalities destabilize biomedical assumptions about the origins and treatment of mental illness?

This course employs anthropological analysis to explore the paradoxes of “culture-bound syndromes”, examine how biomedical psychiatric practices have been received and transformed, and discuss the ways in which shamanistic rituals and Traditional Chinese Medicine clinical encounters understand their objects of intervention. Focusing on East Asia with a particular emphasis on China, we will employ interpretive and political economic anthropological analyses to explore experiences of people struggling with illness, the practices of health practitioners who treat them, and the broader social and historical contexts that shape these interactions.

Why do certain mental illnesses only appear in specific regions of the world? What processes of translation, adaption, and “indigenization” take place when psychiatric diagnostic categories, pharmaceutical regimens, and psychodynamic treatments developed in the West travel to China, Japan and South Korea? How do contemporary East Asian therapeutic modalities destabilize biomedical assumptions about the origins and treatment of mental illness?

This course employs anthropological analysis to explore the paradoxes of “culture-bound syndromes”, examine how biomedical psychiatric practices have been received and transformed, and discuss the ways in which shamanistic rituals and Traditional Chinese Medicine clinical encounters understand their objects of intervention. Focusing on East Asia with a particular emphasis on China, we will employ interpretive and political economic anthropological analyses to explore experiences of people struggling with illness, the practices of health practitioners who treat them, and the broader social and historical contexts that shape these interactions.

The course will closely examine 1) the various traits of postmodern Japanese cinemas in the 1980s and the 1990s after the phase of global cinematic modernism, 2) contemporary media phenomena such as media convergence and the media ecologies of anime, 3) media activism after the 2011 Tohoku earthquake, and beyond. We will proceed through careful analysis of films, anime, and digital media, while also addressing larger questions of historiography in general. 

In viewing historical films and media works, we often grapple with the question of historical accuracy, and whether visual media is suited to the task of historical accounts, but another question we could ask is: Of what is film a history? This course will examine Korean history through cinema, and Korean cinema through history, by viewing films from various time periods that depict moments in Korean history. 

This course takes an anthropological perspective on life in China today with special attention to the legacies of the country’s socialist past. We start with a brief look at the ideological and institutional frameworks employed by the Communist Party to organize the daily life of its citizens in the decades leading into the People’s Republic. We will then read about how economic and social reforms instituted since the 1980s, in particular changes to the work unit and household registration system, have resulted in dramatically different opportunities and expectations for Chinese citizens attempting to navigate career opportunities, search for romantic partners, move through communal and private spaces and engage in consumptive activities. Exploring the experiences of rural peasants, urban workers, and laborers who move between countryside and city as well as between nations, we will examine how class, gender, and sexuality come to be refigured as China integrates into the global market economy. Scholarly texts will be supplemented with political speeches, short work of fiction and essays, and films.

This course examines the experiences and legacies of China’s “long 1980s” (1978-1992), a time characterized by a state-led turn from central planning to a market approach to economic and social governance, an increasing integration of China into the world economy, and the emergence of a “cultural fever” characterized by artistic experimentations at all levels of society.

Italo Calvino's imagined Marco Polo cautions in Invisible Cities (1972): "Memory's images, once they are fixed in words, are erased." How, then, can we retrieve from the vanished past the lived experiences of men and women in their built environments? This seminar invites you on a tour of a constellation of cities—as both physical sites and literary creations—from China’s pre-imperial period to the twentieth century, engaging textual, visual, and cinematic media that have shaped, and been shaped by, the palimpsests of urban life in flux.

This course explores how Japan’s most enduring stories and cultural figures—from "The Tale of Genji" and Bashō’s poetry to Kaguya-hime, Momotarō, and beyond—have been continually reimagined across time. We will trace adaptations through literature, art, theater, film, anime, games, fashion campaigns and popular media, asking how each generation reshapes the classics for its own world.

This course examines the transformation of natural environments, rural and urban landscapes on the Tibetan Plateau in the 20th and 21st centuries, with a special emphasis on the material and social lives of rivers, roads and infrastructure. We will draw on primary source readings (in English) and maps, as well as secondary readings in anthropology and human geography, to examine the processes of infrastructure creation, national integration, urbanization and adaptation in the Tibetan regions of China.

Students will learn how Western medical knowledge entered Japan, how it intersected with existing traditions such as kanpō, and how medicine was mobilized for nation-building, imperial expansion, and war. This course covers topics including the introduction of Western medical knowledge, the modernization and professionalization of medical practices, the advent of colonial medicine, and the ethical challenges of postwar biomedicine.

This course traces Korean history from the earliest recorded kingdoms to 1900, situating the development of Korean civilization within both East Asian and global contexts. Students will explore major political, social, intellectual, cultural, and diplomatic issues of premodern Korea through diverse interpretive approaches and a wide range of primary sources that illuminate both everyday life and broader historical transformations. No prior knowledge of Korean history is required, and all readings are in English.

The course introduces how Tibetan art and material culture express the religious beliefs and reflect the movement of artists, art, its forms and methods, as well as the patronage of rulers, religious teachers, and lay people continuing to the present day.

Using an object- or site-centered interdisciplinary approach and resources of the newly developed Project Himalayan Art digital platform, students will learn about modes of visual representation, the relationship between text and image, the social lives of objects and images, the processes of “reading” an object and interpretation. In this course situated at the intersection of Tibetan studies’ students will develop skills applicable across disciplines within a broader context of Asian Studies, relevant to contemporary times.

This seminar examines the history of modern China through its borderlands, exploring how Qing imperial conquests, subsequent colonial expansion, and state-building shaped the contemporary territory and population of China. Focusing on Tibet, Inner Mongolia, East Turkestan (Xinjiang), and Taiwan in the 20th century, the course critically examines the violent processes of colonial expansion that underpinned China’s transformation from a multiethnic empire into the nation-state of the People’s Republic of China. 

China's search for a new order in the long twentieth century with a focus on political, social and cultural change. 

This course brings graduate students interested in Vietnam Studies together across field lines and period focus to discuss some foundational questions of historiography and methods within the field.  We have striven to combine key conceptual or theoretical work with examples drawn from the specific context of the study of Vietnam.  The course is intended to provide a common vocabulary for the discussion of Vietnam Studies.

This is an independent study course, in which students will independently meet with a faculty advisor and work on a topic of their choice. Students must get approval from the faculty advisor and the department before enrolling in the independent study. No classroom is needed for this course, the student will meet with the instructor during designated office hours.

Introductory Japanese A is an introduction to Japanese language and culture and is designed for students who have had little or no experience learning Japanese. The goal of this course is to develop four basic skills in modern Japanese with an emphasis on grammatical accuracy and socially appropriate language use. Upon successful completion of this course, students will be able to engage in basic daily conversations and to develop the ability to read and write hiragana as well as katakana.

The sequence includes JPNS UN1001 Introductory Japanese A and JPNS UN1002 Introductory Japanese B. These courses combined (JPNS UN1001 and JPNS UN1002) are the equivalent to JPNS UN1101 First Year Japanese I and fulfills the requirement for admission to JPNS UN1102 First Year Japanese II.

Introductory Japanese A is an introduction to Japanese language and culture and is designed for students who have had little or no experience learning Japanese. The goal of this course is to develop four basic skills in modern Japanese with an emphasis on grammatical accuracy and socially appropriate language use. Upon successful completion of this course, students will be able to engage in basic daily conversations and to develop the ability to read and write hiragana as well as katakana.

The sequence includes JPNS UN1001 Introductory Japanese A and JPNS UN1002 Introductory Japanese B. These courses combined (JPNS UN1001 and JPNS UN1002) are the equivalent to JPNS UN1101 First Year Japanese I and fulfills the requirement for admission to JPNS UN1102 First Year Japanese II.

Introductory Japanese A is an introduction to Japanese language and culture and is designed for students who have had little or no experience learning Japanese. The goal of this course is to develop four basic skills in modern Japanese with an emphasis on grammatical accuracy and socially appropriate language use. Upon successful completion of this course, students will be able to engage in basic daily conversations and to develop the ability to read and write hiragana as well as katakana.

The sequence includes JPNS UN1001 Introductory Japanese A and JPNS UN1002 Introductory Japanese B. These courses combined (JPNS UN1001 and JPNS UN1002) are the equivalent to JPNS UN1101 First Year Japanese I and fulfills the requirement for admission to JPNS UN1102 First Year Japanese II.

Introductory Japanese A is an introduction to Japanese language and culture and is designed for students who have had little or no experience learning Japanese. The goal of this course is to develop four basic skills in modern Japanese with an emphasis on grammatical accuracy and socially appropriate language use. Upon successful completion of this course, students will be able to engage in basic daily conversations and to develop the ability to read and write hiragana as well as katakana.

The sequence includes JPNS UN1001 Introductory Japanese A and JPNS UN1002 Introductory Japanese B. These courses combined (JPNS UN1001 and JPNS UN1002) are the equivalent to JPNS UN1101 First Year Japanese I and fulfills the requirement for admission to JPNS UN1102 First Year Japanese II.

This course provides basic training in listening, speaking, reading, and writing in Korean. Introductory Korean A is equivalent to the first half of First Year Korean I.

This course provides basic training in listening, speaking, reading, and writing in Korean. Introductory Korean A is equivalent to the first half of First Year Korean I.

This course provides basic training in listening, speaking, reading, and writing in Korean. Introductory Korean A is equivalent to the first half of First Year Korean I.

This course provides basic training in listening, speaking, reading, and writing in Korean. Introductory Korean A is equivalent to the first half of First Year Korean I.

This course is the second half of Elementary Korean (continuation of First-Year Korean I), designed to
help beginners solidify their foundation in Korean language, structure, and culture. Building upon the
skills established in the previous semester, students will continue to develop balanced proficiency in the
interpersonal (communicative), interpretive (reading & listening), and presentational (formal spoken &
written) modes, as well as cultural competence.

This course is the second half of Elementary Korean (continuation of First-Year Korean I), designed to
help beginners solidify their foundation in Korean language, structure, and culture. Building upon the
skills established in the previous semester, students will continue to develop balanced proficiency in the
interpersonal (communicative), interpretive (reading & listening), and presentational (formal spoken &
written) modes, as well as cultural competence.

Accelerated Korean II is specifically designed for heritage students of Korean, who already have previous knowledge of basic grammar and culture. This course completes the college's two-year foreign language requirement.

Accelerated Korean II is specifically designed for heritage students of Korean, who already have previous knowledge of basic grammar and culture. This course completes the college's two-year foreign language requirement.

This introductory lecture course introduces students with little or no prior knowledge of Korea or the
Korean language to Korean society by exploring cultural codes—shared symbols, values, and practices
that shape everyday life—through the lens of media and literature. By engaging with short stories, films,
TV shows, music, and other cultural texts, students will examine how these cultural codes influence
Korean social norms, identities, and global representations.
The course focuses on six key cultural codes—food, language, family structure, religion, economic
development, and the two Koreas—as reflected in Korean literature, film, drama, and YouTube content.
Through these themes, students will gain a foundational yet comprehensive understanding of Korean
society. At the same time, they will strengthen their critical and analytical skills in interpreting culture,
cultivating a deeper awareness of how meaning is constructed and communicated across different media.

This course aims to provide a deeper understanding of the Korean language, culture, society, and history through critical analysis of Korean contemporary popular culture (e.g., music, drama, films, TV shows, advertisements, comic books, and other digital discourses). More specifically, the purposes of the course are twofold: (1) to analyze various sociolinguistic issues represented in contemporary Korean pop culture (e.g., honorifics, dialects, language changes, language variations across gender and generations, language contacts, neologism, slangs) and (2) to develop cultural awareness, critical thinking, digital and media literacy, and multimodal competence in Korean media and popular culture.

This course develops students’ proficiency in formal and professional communication in Korean for business contexts. It deepens their understanding of Korean corporate culture, business practices, and broader socio-economic trends, while fostering the ability to analyze and respond critically to business-related issues using appropriate linguistic and cultural strategies.

Prerequisites: KORN UN3006 or the equivalent.

This class is designed to meet the needs of both first-time learners of Tibetan, as well as students with one year or less of modern colloquial Tibetan. It is intended to lay the foundation for reading classical Tibetan writings, including religious, historical, and literary texts. By focusing on basic grammatical constructions and frequently used vocabulary, this class offers an introduction to the classical Tibetan language.

This is an introductory course and no previous knowledge is required. It focuses on developing basic abilities to speak as well as to read and write in modern Tibetan, Lhasa dialect. Students are also introduced to modern Tibetan studies through selected readings and guest lectures.

This course will focus on helping students gain greater profiency in reading Tibetan Buddhist philosophical and religious historical texts.