This paper describes the primarily-graduate computational linguistics and NLP curriculum at Georgetown University, a U.S. university that has seen significant growth in these areas in recent years. We reflect on the principles behind our curriculum c
hoices, including recognizing the various academic backgrounds and goals of our students; teaching a variety of skills with an emphasis on working directly with data; encouraging collaboration and interdisciplinary work; and including languages beyond English. We reflect on challenges we have encountered, such as the difficulty of teaching programming skills alongside NLP fundamentals, and discuss areas for future growth.
