-- Introductory French II (FREN-002): Spring 1994.Undergraduate Tutorials
-- Intensive Advanced French I (FREN-111): Fall 1990.
-- Intensive Advanced French II (FREN-112): Fall 1990.
-- Advanced French I (FREN-101): Fall 1991, 1992.
-- Advanced French II (FREN-102): Spring 1992, 1993
-- Topics for Oral Proficiency (FREN-161): Fall 1991, 1992.
-- Intermediate French I (FREN-021): Fall 1993, 1994, 1996, 1997, 1998.
-- Intermediate French II (FREN-022): Spring 1995, 1996, 1997,1998, 1999.As the Director of the Language Teaching Program in the Department (1990-1994) I not only introduced the French in Action methodology at the Intermediate French I & II levels, but also reconceptualized the teaching of this media-driven French language course by finding new ways of evaluating students’ French language skills in the acquisition of French vocabulary, grammar, and reading.-- French-Speaking Africa I: History, Politics, Societies (FREN-331): Fall 1991, 1992, 1998.
-- French-Speaking Africa II: Languages, Literatures, Cultures (FREN-332): Spring 1992, 1993.
I was asked to teach these two courses when Professor Battestini, the original designer of these courses, was on sabbatical leave. Through a completely new syllabus and documentation, I reconceptualized the teaching of these topics by bringing in my own African background of the issues involved, such as my role as one of the five founding members of the major opposition party in the Ivory Coast, West-Africa.-- Fundamentals for the Teaching of French (FREN-391): Fall 1994, 1996 & Spring 1998. This is a newly-created course I developed on the old and new methodologies of teaching French as a second and/or foreign language. The course provides students with the opportunity to be on the cutting edge of technology-enhanced lesson development in designing web pages, in exploring the role of new and emerging technologies in second language teaching, and in browsing the net with the objective of finding and understanding authentic language materials.-- The French Language in the Francophone World (FREN-491): Fall 1997, Spring 1999. This is a newly-created survey course I developed on the francophone movement of 49 different countries. It examines the history of the creation of the concept of Francophonie and its praxis both through non-government (NGO) and government institutions. This course emphasizes the new trends in this francophone movement as a linguistic and cultural entity versus a political and economical community.
These Tutorials required 2 hours of preparation every week for 1 hour of discussion with the student. They all involved grading an average of 3 short papers and a 15 to 20 page-final paper.
-- Fall 1995: Tutorial in Francophone African Studies, investigating the aftermath of the "Dévaluation du franc CFA", the currency of some Francophone African countries: 3 credits. This FREN-301 Tutorial was especially designed for a white American woman student who had spent a year in Côte d’Ivoire working in the office of the Ivoirian Prime Minister. As a result of her unique experience in such a highly sensitive working environment, she wanted to work under my guidance on the topic of the Devaluation of the Francophone African currency. She wrote a 100 page-final paper which she was also able to use during her senior year as the basis of her African Studies Certificate’s thesis.
-- Summer 1994: Tutorial in Francophone African Studies, investigating the aftermaths of Multiparty system and Democracy in Africa after the La Baule Conference: 3 credits. This FREN-902 Tutorial was especially designed for a Franco-Cameroonian male student who wanted to undertake a series of readings he was unable to do during his course work toward his MSFS degree. He wanted to study and analyze the all range of issues related to democracy in Francophone black Africa in the aftermaths of the La Baule Conference.
-- Spring 1994: Tutorial in Francophone African Studies, comparing two novels by minority women: The Color Purple (Alice Walker, African-American female writer) and C’est le Soleil qui m’a brûlée (Calixte Bayala, African female writer originally from Cameroon): 3 credits. This FREN-302 Tutorial was especially designed for an African-American woman student who wanted to compare these two works by two black women and who was eager to share my input as a black male born and raised in Africa, but mostly educated in France and the United States.
-- Spring 1993: Tutorial in Second Language Learning and Acquisition Studies: 3 credits. This FREN-302 Tutorial was especially designed for a Asian-American woman student who had completed her Advanced French classes with me and wanted to study under my guidance a tutorial on the maintenance of bilingual skills. She needed to keep up with her bilingual skills for her upcoming job in her home state, Kansas.
-- Fall 1992: Tutorial in Second Language Learning and Acquisition Studies, through reading French magazine articles related to health issues for a comparative study of how the issues were discussed in the Francophone world: 3 credits.This FREN-301 Tutorial was especially designed for a white American male student majoring in Biology and planning to become a doctor. He wanted to read under my guidance and discuss with me different health issues as they were conceived, presented and discussed in French magazines.
-- Spring 1992: Tutorial in Francophone African Studies, in reading French magazine articles related to theological issues: 3 credits.This FREN-301 Tutorial was especially designed for a white American male student majoring in Philosophy who completed his Advanced French classes with me and who wanted to discuss more in-depth issues from Thomas Aquinas to the contemporary American philosophers he was studying.
-- Spring 1991: Tutorial in Francophone African Studies, in studying the African movie industry: 3 credits.This FREN-301 Tutorial was especially designed for a white American male student who wanted to study the issues concerning the African film-making process and its creativity. The student was able to make use of his research when he was hired as a teacher in his home state, Kansas.