- CHN 3016, 5 credits
- Faculty Coordinator: Yao Tu
- Sponsoring U of M Department: Asian and Middle Eastern Studies
- Fulfills U of M Requirements: Meets U of M degree credit requirements, such as departmental major or minor requirements or elective requirements
- Teacher Applications: Check the Applicant Handbook for details.
U of M Catalog Description
Continuation of CHN 1015. Mandarin Chinese course designed primarily for students with oral/aural skills but with little or no exposure to reading and writing. Also for speakers of other Chinese dialects and others with prior experience. Concentration on reading, writing, and standard pronunciation. Equivalent to two semesters, Chinese 3021-3022.
CHN 3016 is taught over an entire high school academic year.
Class size limit: 22
Students enrolling in CHN 3016 should be juniors or seniors in high school and must have the instructor's recommendation. Students enrolling in CHN 3016 must have taken CHN 1012 or CHN 1015, or have instructor permission.
Instructors apply and are selected by faculty in accordance with the U of M policy governing Academic Appointments with Teaching Functions. Once approved, an instructor is appointed as a Teaching Specialist 9754 (University Job Title and Code) in the College of Continuing and Professional Studies. Instructor qualifications are determined by the sponsoring University department.
View the Instructor Applicant Handbook for course-specific qualifications and application steps.
Integrated Chinese, Volume 2, Yuehua Liu, et. al., Cheng & Tsui Company, 2017 (Simplified Chinese, 4th edition). Approximately $50.00 each through Amazon.com.
Selections from other textbooks and authentic materials that expand students’ reading abilities will also be used.
Frequently Asked Questions
Are all of the texts and readings specified or mandated by the University of Minnesota? If not, what are some of the choices?
Chinese teachers offering U of M courses through College in the Schools use the same textbooks as their counterparts teaching on the U of M campus. Teachers have choices in the supplementary materials.
Do teachers have a choice in assignments? Are there required assignments?
Teachers are required to cover the material, but they have flexibility in how they cover it. Individual teachers adjust the syllabus to fit their school’s schedule.
Who creates the exams?
CIS Chinese teachers are given samples of lesson tests, midterms, and final exams for the designated textbook to be used in the course. Sound files of all the texts and homework, created for the learning and reviewing of class materials for each course, are provided to CIS teachers. Professional development workshops are organized to create assessment and learning materials for CIS Chinese courses. Teachers are free to modify homework materials to fit their teaching styles and program needs.
Is there a mentoring system for Chinese teachers new to CIS?
Yes. University of Minnesota’s CIS Chinese Faculty Coordinator (Yao Tu, firstname.lastname@example.org) mentors CIS Chinese teachers. Experienced instructors also help new teachers get accustomed to teaching the University course. Teachers frequently email one another with questions and share materials with the whole group. New teachers also benefit from an orientation that will familiarize them with the support available through CIS, as well as prepare them for administrative tasks such as registering students and posting grades.
High school class schedules vary: can a teacher in the block system teach U of M Chinese?
All courses offered through CIS have the same minimum number of contact hours as the on-campus sections. Teachers wishing to teach a U of M Chinese course on a block schedule should consult with the faculty coordinator (contact information above) to make sure this arrangement will work.
What happens at typical teacher workshops?
Typical activities at CIS workshops include hearing from University faculty and about instructors’ latest developments in research on language instruction; observing Chinese classes taught by UMN instructors and experienced CIS teachers; reviewing and/or developing student assessment materials and tools; sharing instructional materials; discussing particular content, pedagogy, or assessment of the University course; and receiving updates on CIS program policies and practices.
What happens at typical student field days?
Student field days provide an opportunity for CIS students to meet their peers, learn about the Chinese Flagship Program and scholarship opportunities at the U of M, and explore the Twin Cities campus. The Chinese field day typically falls on China Day, organized by the U of M's China Center. Some high schools have a field day on U of M’s World Language Day. In the past, China Day included a highly renowned speaker, a visit to various U of M departments related to the study of China, or a visit to the China section of the Science Museum of Minnesota.