Students in the ASL course practice their sign language.
At a recent class session of American Sign Language, students sign “maybe” as the class practiced yes, no and maybe.

What’s New in Duke Courses

Some classes are the results of efforts led by students, but all are filling a need

What’s New in Duke Courses

Some classes are the results of efforts led by students, but all are filling 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 topics being offered for the first time across Duke. Some new courses were results of efforts led by students, such as ASL, but all are filling a need. For a preview, here’s what happened in recent class sessions.

American Sign Language (ASL)

The Duke ASL Club was a major force behind the new ASL course offering. “Students wanted it,” said instructor Kraig Klingenberg. “They’re engaged and excited.”

Klingenberg said that students this semester expressed different reasons for taking the course: 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.”

In a warm-up activity during a recent class, students paired up and practiced ASL by discussing their hobbies, using gestures if they didn’t know the sign. Animated conversations included describing their interests: listening to music, reading, sewing and watching movies.

The sign for the school subject math
The sign for the school subject math
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.

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.”

Kraig Klingenberg

“The Public Sphere and the Democratic Process” in Civil Discourse and Democracy

How to teach civil discourse – or preparing students to respect differing viewpoints – is being seen in multiple efforts across campus. This course, “The Public Sphere and the Democratic Process,” is part of a Duke Immerse program called Civil Discourse and Democracy, which includes four courses total. The courses explore the roles of media and policymakers in public debate.

Eleven students meet in 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” – that are taught by different professors.

“I went into this assuming that my class would be the boring class of the four,” said Phil Napoli, James R. Shepley Distinguished Professor of Public Policy. “Maybe it is, but the students sure haven’t made me feel that way.”

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

“I thought we would be homogenous,” but we’re not, said sophomore Aarav Dagar of the Civil Discourse course discussions.
“I thought we would be homogenous, but we’re not,” said sophomore Aarav Dagar of the Civil Discourse course discussions.
“We’ve gotten into interesting arguments about things that are personal to us. We have a level of trust,” said senior Sofia Bliss-Carrascosa (pictured speaking).
“We’ve gotten into interesting arguments about things that are personal to us. We have a level of trust,” said senior Sofia Bliss-Carrascosa (pictured speaking).

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

Students said that the program structure has made them comfortable to speak up in class. “In a big lecture,” said sophomore Kaylyn Oh, you don’t always say things that you want. “This course creates intimacy,” crediting ground rules that were applied to all four courses.

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

In class, Professor Phil Napoli started student conversations on such topics as “parasitic journalism,” how we consume information, and fact-checking.
In class, Professor Phil Napoli started student conversations on such topics as “parasitic journalism,” how we consume information, and fact-checking.

“We’ve gotten into interesting arguments about things that are personal to us. We have a level 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 larger 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 programs in game design and development. There is a demand for talent.” 

The game design degree falls under a group of Pratt masters’ programs that are industry centered, such as  engineering management, financial technology, AI, and cyber security.

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

The coursework replicates a studio environment, with real resources, structures and requirements, said Escobar.  Students work in teams, as 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 that they are hiring someone with two years of experience and not someone fresh from a graduate program,” Escobar said.

The course replicates a studio environment, where students work in teams.
The course replicates a studio environment, where students work in teams.
Each team develops one robust game by the end of the program.
Each team develops one robust game by the end of the program.

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

Ernesto Escobar
Instructor Andrew Hurley (standing) works with a student on an organizational strategy for his team’s project.  
Instructor Andrew Hurley (standing) works with a student on an organizational strategy for his project.