Courses marked with an asterisk (*) are not offered every year.
LING 232 Language and Society (4)
A general introduction to what language is, how it is used and how it changes, with emphasis on the interaction of language with society and culture. Some of the questions raised include: Why doesn't everyone speak the same language? Do men and women speak differently? What is the relationship between endangered species and endangered languages? How does language affect our thoughts or behavior?
LING 233 Language and Thinking (4)
A general introduction to the interaction between language and cognition, with an emphasis on how language is learned and produced. Some of the questions that will be addressed include: Is language innate? Is it unique to humans? What is the relationship between language and thought or culture? How do we study how language is learned and used? How is language represented in the brain? How is language acquired in different cultures and environments?
LING 332U "Am I wrong?" Language Myths in America (4)
This course examines the nature of language and language myths to show how opinions and unexamined prejudices about language develop into language ideologies and then influence language policy and American culture.
LING 334U "You have the right to remain silent: language and law (4)
This course introduces how the various subfields of linguistics process sound, word choice, dialogue, and more to examine evidence used by the criminal justice system and the legal profession.
LING 390 Introduction to Linguistics (4)
A general introduction to linguistic research and tools for conducting linguistic analysis. The course contains a basic overview of phonology, morphology, syntax and semantics, as well as brief overviews of other topics such as language in a social context. This course is a prerequisite for many 400-level courses in the department.
LING 391 WIC: Introduction to Applied Linguistics (4)
An introduction to the core areas of applied linguistics, it allows students to experience analyzing and writing linguistic data using conventions commonly expected in the field, including APA reference format and research article structure. Specific topics include language acquisition and discourse analysis. This course acts as a bridge between the department's 300- and 400-level courses and can be used to fulfill the college's writing requirements. Prerequisite: LING 390.
LING 392 Structures of the English Language (4)
To study the basics of English grammar with an emphasis on describing grammatical forms and their function in communication.
LING 405/505 Reading and Conference (pending credits)
Special project LING 406/506 (awaiting credits)
LING 407 Advanced Seminar (4 point)
Advanced seminars synthesize aspects of the applied linguistics specialization and apply the student's knowledge of language to research important questions in the field. Course content varies from quarter to quarter. Past topics have included 'Speech and Literacy', 'Critical Linguistics' and 'Language in Cyberspace'. In addition, guide students in preparing CVs and CVs for graduate study or employment. Students planning to enroll in graduate studies are recommended to take the course in the fall semester. Prerequisite: 24 LING points, advanced standing or permission of instructor.
Autumn 2022Language modes: spoken, signed, written and mixed
This course is a workshop where we explore the nature of language as we use it in different ways: spoken, written, digital and sign language. This is a seminar. This means that we are a (relatively) small group exploring these ideas together. Among other things, we will examine the nature of language signs, the differences between oral, written and sign language use, literacy and cognition, mixed modes (digits) and mixed registers (including poetics).
Spring 2023Invented Languages (ConLangs)
In this course, students will investigate constructed languages and create their own mini-languages. We will study the invention of language from an interdisciplinary perspective, examining the linguistic features that build it, language change, the construction of worlds and cultures and the languages invented to represent them, and the biological/physical limitations of language. Students will rely on prior knowledge of language structure, sociolinguistics, psycholinguistics, historical linguistics and intercultural communication.
LING 409/509 Practice for language teaching (4)
Practical teaching experience supported by experienced tutors and peer groups. Students are taught in specific locations that meet the needs of real language learners. Weekly meetings with course instructors and fellow students help develop teaching strategies and effective materials. The lesson includes teacher observation and feedback. Prerequisite: Talk to your instructor about reserving a place on this course.
LING 409/509 Applied Linguistics for Activist (4)
This is a hands-on, work-based learning course that focuses on ways in which applied linguists can contribute to social justice. Students have the opportunity to connect theory with practical real-world experience by working on authentic and relevant projects with a range of community partners.
LING 410/510 Course selection (credit varies)
Combined number of courses for laboratory courses and courses taught infrequently. Check the department's class schedule to see if special courses are being offered this year.
Jesen 2022. Beyond Methods: Context in Language Teaching
This course focuses on three main contexts of English language teaching: teaching English abroad (EFL), teaching immigrants and refugees (Community ESL), and teaching English for academic purposes. The main objective of the course is to enable students to understand the uniqueness of these environments, their students, teaching methods and programs. To do this, we will examine what makes each context unique. In addition, we will examine how issues such as assessment and literacy manifest themselves differently in these three contexts. At the end of the semester, the students will have acquired practical knowledge that will help them in teaching in these environments. There are no prerequisites or compulsory textbooks.
LING 411/511 Grammar (4)
Introduction to the modern theory of generative grammar, methods and cognition. This course introduces argumentation schemes, models, and basic research findings. Prerequisites: LING 390 and LING 392, respectively LING 521
LING 412/512 Fonologija (4)
It examines sound patterns and how they are used in the world's languages, how these patterns are to be represented, and what theories have been proposed to explain them. The course provides historical background and some training in linguistic analysis and argumentation. Prerequisites: LING 390 and LING 415, respectively LING 513
LING 414/514 Pragmatic language (4)
Study of current theories of language use, especially contextual and functional aspects of communication. Prerequisite: LING 390 or LING 521. Recommended: LING 391
LING 415/515 Phonetics (4)
Getting to know the voices of the world's languages with an emphasis on English. Practical exercises develop skills in production, discrimination and phonetic transcription. Applications include speech technology and speech pathology. Prerequisite: LING 390, LING 513, SPHR 222 or permission of instructor
LING 416/516 Discourse analysis (4)
Examine form and function in spoken and written text. The course introduces various analytical procedures for understanding and analyzing the way a text is structured. Prerequisite: LING 390 or LING 521. Recommended: LING 391, LING 392
LING 4/517 endangered languages (4)
How and why languages are endangered in the Pacific Northwest and elsewhere in the world. Environmental factors, globalization and colonization will be assessed in relation to the roles they play. It is also considered how to maintain or "revive" (rejuvenate) a dying language.
LING 418/518 Morphology (4)
To study words and word structure. The course develops the skills of analyzing word formation in different languages, examines the relationship between morphology, syntax and phonology, explores the theoretical assumptions underlying morphological analysis and introduces some applications of morphological analysis. Prerequisite: LING 390 or LING 521 or LING 513. Recommended: LING 392
*LING 419/519 Linguistic typology (4)
Languages are studied and classified according to their structural features. This course introduces structural linguistics and research structures in different languages, and prepares students for the department's theoretical and analytical courses. Prerequisite: LING 390 or LING 521 or LING 513. Recommended: LING 391, LING 392
*LING 420/520 Historical and Comparative Linguistics (4)
Study of linguistic relations and language changes. Topics include the genetic taxonomy of language, language and prehistory, methods of historical reconstruction and language contact. Prerequisite: LING 390 or LING 521 or LING 513. Recommended: LING 392, LING 412, LING 414
LING 432/532 Sociolingvistika (4)
Examines the role of language in society and how social factors influence language use and attitudes. Topics include various social issues involving language, including language policy and language ideology. Prerequisite: LING 390 or LING 521 or LING 513. Recommended: LING 391, LING 392
*LING 433/533 Psycholinguistics (4)
Conduct psycholinguistic research using methods developed in cognitive psychology. Psycholinguistics is an interdisciplinary field that includes, among other things, neurolinguistics, language acquisition, speech perception, language comprehension, reading and language production. This course focuses on models and theories of how the brain understands and produces language and provides an introductory overview of the main areas and theoretical models of psycholinguistics. Prerequisite for LING 433: LING 390 or PSY 200 or PSY 204. Prerequisite for LING 533: LING 521 or LING 513 or undergraduate psychology.
LING 435/535 Theory and practice of applied linguistics (4)
An overview of the current research field in applied linguistics. Prerequisites: LING 390 and LING 391, or LING 521 or LING 513 or LING 531
*LING 437/537 First Language Acquisition (4)
It presents the main aspects of first language acquisition in childhood, from infancy to early school years. The course examines the understanding and production of structural and social aspects of language, including discussions of language acquisition from linguistic, psycholinguistic and sociolinguistic perspectives with an emphasis on language analysis. There is a need for a research project based on the collection and analysis of data on children's language. Prerequisite: LING 390 or LING 513. Recommended: LING 391, LING 392, LING 415/515
Ling 438/538 Second Language Acquisition (4)
Introduction to the most important aspects of second language acquisition from a sociolinguistic and psycholinguistic perspective. Topics include second language acquisition theory, cognitive processes, the influence of the language environment, individual variables affecting SLA, and the relationship between first and second languages. The course provides practice in observing and analyzing the students' language. Recommended: LING 390 or 521
LING 439/539 Language assessment (4)
Theoretical background and practical considerations for the implementation of language assessments. Students explore traditional quantitative methods as well as alternative qualitative methods to systematically gather information to make decisions about language skills. Prerequisite: LING 477/577
*LING 445/545 Linguistics and Cognitive Science (4)
Examines current developments in language theory and psychological theories of perception, cognition and information processing (with particular emphasis on language processing). The course examines the fusion of linguistic and psychological theory with the rapidly growing field of cognitive science. Prerequisite: LING 390 or LING 521 or LING 513 or prior knowledge of psychology. Recommended: Ling 433/533, Ling 391
LING 470/570 TESOL Syntax (4)
Principles and practical applications of how to teach difficult English grammar structures, how to solve problems and dilemmas that often appear in ESL classrooms, and how to adapt and supplement ESL grammar texts. Prerequisite: LING 392 or LING 521 or permission of instructor
LING 471/571 Understanding International Experience (4)
Explore the communicative dimensions of an international or intercultural experience, including teaching English to speakers of other languages. The course covers the development of strategies and activities necessary to meet the challenges of teaching, working or researching in an international/cross-cultural environment. All applied linguistics and TESL certificate students must register for LING 471/571; but this course is also offered as INTL 471. Courses may be taken only once for credit.
LING 472/572 Teaching statement (4)
A hands-on, hands-on course where students apply phonetics and phonology to language teaching. While the focus is on teaching English pronunciation, the course includes general theory and applications useful to students planning to teach pronunciation in other languages (eg Spanish, Chinese). Prerequisite: LING 390 or LING 513 or consent of instructor
LING 473/573 Computer-Assisted Language Learning (CALL) (4)
An introduction to how technology is used for language learning. The course covers how different technologies can be used to facilitate different aspects of foreign/second language learning. Includes discussion of practical aspects of CALL research and implementation (eg, task design, evaluation). Prerequisite: LING 477/577
LING 475/575 TESOL Course design and material development (4)
Principles for Developing Curriculum and Materials for Teaching English to Speakers of Other Languages. Students work in teams to assess needs, design curriculum, and develop curriculum and materials for English courses. Prerequisites: LING 477/577 or consent of instructor. Recommendation: LING 478/578 or teaching experience
LING 476/576 Corpus Linguistics (4)
An introduction to the method of corpus linguistics, a form of computer-aided language analysis, for research and teaching purposes. The course includes weekly computer sessions with corpus linguistic work. Recommended: LING 392 or LING 521
LING 477/577 TESOL Metoda I (4)
The first course in a series of two subjects taught in the classroom, covering both the theoretical and practical perspectives of classroom teaching. Topics include lesson planning, reflective learning, scaffolding and teaching specific language skills. Some time outside of school is required for classroom English observation and group projects.
GENDER 478/578 TESOL Methodology II (4)
Second in two consecutive classes in the class. Topics include: advanced lesson planning, materials development, and teaching specific language skills not covered in TESOL Method I. Some time outside of class is required for classroom observation of English and group projects. Prerequisite: LING 477/577
*LING 480/580 bilingual (4)
Research on bilingualism and multilingualism in the world. The course examines the linguistic, sociolinguistic and psycholinguistic aspects of simultaneous and subsequent acquisition of one or more languages. It includes personal and societal bilingual perspectives and examines issues related to bilingual language use, language processing, education, language planning, and language and identity. Prerequisite: LING 390 or LING 513 or LING 521. Recommended: LING 391
*LING 481/581 World English (4)
Explore the role of English as a world language and the different English languages spoken in countries around the world. Students know English as Singaporean English, Indian English and Nigerian English.
Prerequisite: LING 232 or LING 390 or LING 521 or LING 513
*LING 482/582 Pidgin and Creole (4)
An introduction to language varieties that occur in exposure situations, with an emphasis on African and New World Creole and African American Vernacular English. The course examines the formation of pidgins and creoles from the perspective of first and second language acquisition, and looks at the social factors involved in their formation. Prerequisite: LING 390 or LING 513 or LING 521. Recommended: LING 391, 432
*LING 490/590 History of the English Language (4)
An overview of linguistic changes in English from Old English to Modern English. This course covers the development and changes of English phonology, morphology, lexicology and syntax, focusing on the analysis of linguistic material in different periods. Prerequisite: LING 390 or LING 513. Recommended: LING 392 or LING 521
LING 503 Thesis (Pending Credits)
LING 513 applied phonetics and phonology (4)
An introduction to phonetics and phonology and their applications, primarily for teaching English as an additional language, but also for solving other real-world problems. Students are introduced to the pronunciation system of English and are exposed to the pronunciation systems of other languages so that they can diagnose and help with problems that English learners may encounter. Students will learn to describe the phonological system of the English language and express its phonology in basic forms.
LING 521 Applied English Grammar (4)
A comprehensive description of English grammar and the development of grammar analysis skills in research and teaching. The course examines patterns of language use in different registers of English and introduces students to how other languages encode similar information differently from English. Students learn to write parses according to the conventions of applied linguistics and become familiar with common databases used to conduct language research.
LING 531 Language, identity and culture (4)
Systematic review of theory and practice on the relationship between language, culture and identity (personal and cultural). The course addresses common misconceptions about language and culture and promotes understanding of the emotional nature of language. Develop students' skills in analyzing information and data about culture and language, including changes in language use and thematic analysis of interview data. This course focuses on domestic and global adult education.
LING 565 TESOL and Applied Language Research (4)
Review of Basic Reading and Writing for TESOL and Applied Language Research. The course develops the students' ability to discuss and evaluate research articles, as well as their skills in synthesizing research articles and identifying and evaluating research methods. Students also practice active information seeking skills to better understand research so they can continue to be key consumers of research as they enter industry. Prerequisites: Bachelor's degree and 12 LING credits at the 500 level, including LING 521
LING 566 TESOL and Applied Linguistics Ultimate Experience Workshop (4)
Portfolio creation workshop for MA TESOL students. As part of this course, students will develop a portfolio that includes reviewing assignments from previous courses, preparing a short presentation, developing job application materials, and synthesizing and reflecting on what they have learned in the program. The course is designed for students studying during the final semester of the program.
FAQs
How many credits is a full time student at Penn State? ›
The University considers a student full-time if he/she schedules a total of 12 or more credits, excluding course audits, from any combination of credit courses through resident instruction, Continuing Education, or World Campus.
What is Portland State University known for? ›We are nationally recognized for our innovative teaching and academic expertise in fields such as urban and public affairs.
What is a hybrid class at Portland State University? ›Hybrid. Guideline: These courses will have some in-person instructional and/or testing component, but less than the typical seat time per credit model of the In Person course delivery method.
Is full-time 12 or 15 credits? ›A college student is considered to be enrolled on a full-time basis for student financial aid purposes if they are enrolled for at least 12 credits a semester. Since a class typically requires at least three credits, 12 credits will require four classes per semester.
Is 19 credits too much for a freshman? ›20+ credits in one year is normal. The usual load to be full-time is 12 per semester and the usual load to graduate on time is 15 credits per semester so 24–30 per year.
Where does Penn state rank academically? ›The Pennsylvania State University's ranking in the 2022-2023 edition of Best Colleges is National Universities, #77. Its in-state tuition and fees are $18,898; out-of-state tuition and fees are $36,476. There is rarely a dull moment on The Pennsylvania State University campus, also known as Happy Valley.
What is Penn state acceptance rate? › Is Portland State University a dry campus? ›The University regulates alcohol use on campus. Members of the campus community who are under the age of 21 are prohibited from drinking alcohol on campus. To serve alcohol at a University event, approval must be obtained per University policy. Impairment in the institution due to the use of alcohol is prohibited.
Why hybrid classes are better? ›Hybrid classes offer more schedule flexibility than in-person classes. Rather than attending multiple on-campus class sessions each week, students complete more than half of their work online, allowing them to arrange coursework around their other responsibilities.
Are hybrid classes harder? ›Hybrid Classes May Require More Work
It merely replaces the class period that you don't have to physically attend. You will still be expected to complete the same amount of work that you would if you were in a traditional class.
What is the difference between a hybrid class and an online class? ›
If you're gearing up for a course that's not in-person, you may wonder: what's the difference between online learning vs. hybrid learning? Online courses take place 100% online. Hybrid classes blend in-person and online learning. These two education formats may be similar.
Is 4 classes a semester too much? ›The standard course load for full-time students is 12 to 18 hours which usually comes out to about 4 to 6 courses per semester.
Is 5 classes a semester too much? ›Breaking it down further, most college courses at schools with semesters are worth three credit hours. So on average, you would expect to take five classes a semester. That's above the usual minimum, which is 12 hours, and below the maximum, which is normally 18.
Is 20 hours a week a lot for a student? ›According to research studies, the ideal number of hours a student should work each week is 13 – 20. Although 13 hours may not seem like a lot, it maintains a delicate balance between your varying course load and your life circumstances. Anything more than 20, and your grades take a hit.
Is 40 credits a sophomore? ›First-Year students have less than 28 credit hours. Sophomores have at least 28 credit hours but less than 60. Juniors have at least 60 credit hours but less than 90. Seniors have 90 credit hours or more.
How to survive 18 credit hours? ›- Pick classes that you like. ...
- Take advantage of time between classes. ...
- Find study spots close to your classes. ...
- Get a planner. ...
- Work ahead whenever possible. ...
- Take care of yourself.
| Credits to be earned | Hours per week, 7-week course | Hours per week, 14-week course |
|---|---|---|
| 1 credit | 6 hours | 3 hours |
| 3 credits | 18 hours | 9 hours |
| 6 credits | 36 hours | 18 hours |
| 12 credits | 72 hours | 36 hours |
The Penn State acceptance rate for University Park, the school's most competitive campus, was 54%. Early Action applicants saw a higher acceptance rate of 68%. The Penn State acceptance rate is competitive for a public university.
Is Penn State a public Ivy? ›Penn State, or PSU, is a large public university that is not part of the Ivy League, whereas UPenn, or Penn, is a prestigious private university that is in the Ivy League.
What is Penn State's most popular major? ›- Biology. 862 Graduates.
- 816 Graduates.
- Computer and Information Systems Security. 756 Graduates.
- Finance. 708 Graduates.
- 624 Graduates.
- 616 Graduates.
- Mechanical Engineering. 588 Graduates.
- Accounting. 526 Graduates.
Which is harder to get into Penn State or University of Pennsylvania? ›
Penn State has an overall acceptance rate of 76% while UPenn accepts 8%. The typical test scores for each school also differ widely. Penn State looks for SATs around 1070-1310 or an ACT around 23-30.
What is the lowest GPA to get into Penn? ›We take a hard look at the many roles you serve as a student, sibling, athlete, son or daughter, volunteer, and/or employee. Assembling a class of students with diverse interests and experiences is a task that we take seriously. Penn State does not have a minimum GPA or standardized test score used for admission.
Why is Penn State popular? ›Penn State's long tradition of academic excellence, investment in student success, and commitment to providing unrivaled opportunities make the University a great place to study, but it is the dedication of our students, faculty, and staff that make it truly exceptional.
Is Yale a dry campus? ›Alcohol is forbidden in first-year suites and entryways on campus. In addition, no alcoholic beverages may be served at organized or private functions on the Old Campus, except at functions confined to rooms occupied solely by upper-level students or when authorized by the Yale College Dean's Office.
Is Penn Tech a dry campus? ›The College permits alcoholic beverages on campus only when approved for instructional or hospitality purposes and for limited events approved by the College. Recognized student organizations are permitted to host events off-campus where alcohol is present in a limited number of events approved by the College.
What makes a College a dry campus? ›Dry college campuses do not allow any students to drink on campus, even after they reach the legal drinking age. This rule extends to all parts of campus, including eating facilities and college housing. Dry colleges typically do not serve alcoholic beverages at university events.
What is the disadvantage of hybrid class? ›- Technological updates. Almost everyone has a computer at home, but sometimes it may not meet the security requirements that an online school asks. ...
- Lower interaction with peers. ...
- Higher responsibility for parents.
- Log in and check your technology. Make sure you log-into Canvas and your student email account as soon as you can. ...
- Read the syllabus. ...
- Reach out to your instructor with questions. ...
- Take control of your learning. ...
- Get extra help if you need it.
In a survey of 2,600 students, faculty and administrators at colleges and universities across the country, nearly half of learners (49%) said they prefer a hybrid class format.
What is the hardest class to pass in college? ›- Anatomy. Anatomy is the study of the human body and all of its parts and processes. ...
- Calculus. Calculus is also a Hardest college class. ...
- Theory. ...
- English Literature. ...
- Philosophy / Metaphysics. ...
- Quantum Mechanics / Physics. ...
- Organic Chemistry. ...
- Linguistics.
What is the hardest class to take in school? ›
- Physics 1. As one of the hardest high school classes, this course includes not only algebra but also scientific inquiry and physics. ...
- Environmental Science. ...
- Chemistry. ...
- U.S. Government and Politics. ...
- U.S. History. ...
- Human Geography. ...
- European History. ...
- Statistics.
- Calculus.
- Quantum Mechanics / Physics.
- Philosophy / Metaphysics.
- Thermodynamics.
- Statistics.
- Theory.
- English Literature.
- Psychology.
Students rotate in-person learning two or three days a week with online learning. Sometimes students take half a day in traditional classroom learning and the second half online.
Do you think taking an online or hybrid course is easier or harder than a regular traditional course? ›For some people, online programs are easier because they offer a flexible schedule. In addition, people with great time management skills and a sense of responsibility can excel in online classes. However, online education may be more challenging for those who enjoy learning in a classroom environment.
Does hybrid class mean in person? ›Hybrid courses mix in-person and remote participation
While the in-person meetings may often include blended teaching elements, hybrid courses set the expectation that all students will engage in some parts of the course in person and in other parts of the course through remote, fully online participation.
Full-time status is 12 credits or more. Most students take 15-17 credits per semester to graduate in four years. Part-time status is 11 credits or less.
Is 17 credit hours a semester too much? ›20+ credits in one year is normal. The usual load to be full-time is 12 per semester and the usual load to graduate on time is 15 credits per semester so 24–30 per year.
How many credits is a class at Penn State? ›Faculty will determine the number of hours required for each unit of credit; at a minimum, students must complete 42.5 hours for 1 credit; 85 hours for 2 credits, 127.5 hours for 3 credits; and 170 hours for 4 credits.
How many credits do most full-time students take? ›You usually need to take at least 12 credit hours per semester to qualify as a full-time college student. Twelve credit hours usually translates to four courses worth three credits a piece. Some students take more than 12 credit hours a semester.
What happens if you are not a full-time student? ›As a part-time student, you usually pay per credit for tuition. For full-time students, most schools offer an annual capped tuition fee. This means that a full-time student can take up to 18 credits and pay the same tuition as if they were taking 12. In the short term, a part-time student may pay less each semester.
How long is 120 semester credits? ›
How long does it take to get 120 college credits? If you attend college on a traditional campus, it will take four years to complete 120 college credits.
How many credits do you need to get a bachelor's degree in Penn State? ›Total Minimum Credits
A minimum of 120 degree credits must be earned for a baccalaureate degree. The requirements for some programs may exceed 120 credits. Students should consult with their college or department adviser for information on specific credit requirements.
A maximum of 21 credits during a regular semester may be taken, including coursework concurrently enrolled at other institutions.
What is a C+ at Penn State? ›...
Grade-Point Average.
| Grade | Grade Point |
|---|---|
| B | 3.00 |
| B- | 2.67 |
| C+ | 2.33 |
| C | 2.00 |
Cumulative grade-point average must be at least a C (2.00) or better. Students must complete their courses; students with Deferred Grades (DF) or No Grades (NG) will not be allowed to graduate. A student must earn at least a C grade in each course designated as a C-required course in their major.
What grade do you need to pass a class at Penn State? ›| Quality of Performance | Grade |
|---|---|
| Good - Extensive Achievement | B+ B B- |
| Satisfactory - Acceptable Achievement | C+ C |
| *Poor - Minimal Achievement | D |
| Failure - Inadequate Achievement (To secure credit, course must be repeated.) | F |
While it might seem strange, for many students it's better to take about 15 credits in their first semester. This is recommended because 12 credits are usually the minimum to be considered a full-time student at the college.
How many classes should I take my first semester of college? ›Some students, though, take 18 credits or more per semester, but sticking to 15 your first semester is a good idea, especially while you adjust. However, it's important, to be honest with yourself, your goals, and your scheduling before overdoing it. Too many classes can easily lead to F's in several of them.
How hard is it to take 18 credits a semester? ›If you're thinking of taking an 18-credit semester — don't. A course load this heavy isn't bold, brave or logical in any circumstances. In fact, it's highly irrational and rarely worth it because it overbooks your schedule and workload.