Course Description

You decided to go to college. But why? What role will college and in particular Temple University play in your life? Reflect on this important question by looking at the relationship between higher education and American society. What do colleges and universities contribute to our lives? They are, of course, places for teaching and learning. They are also research centers, sports and entertainment venues, sources of community pride and profit, major employers, settings for coming-of-age rituals (parties, wild times, courtship, etc.), and institutions that create lifetime identities and loyalties. Learn how higher education is shaped by the larger society and how, in turn, it has shaped that society. Become better prepared for the world in which you have chosen to live for the next few years

   

GenEd

This 3-credit course is part of the General Education (GenEd) program. GenEd intends to develop your ability to think, problem-solve, and communicate effectively. GenEd courses are designed to help you understand how your instructor's field of study relates to important controversies, issues, or themes, and/or how it is connected to other fields of study. The goal of the program overall is that you become active in the process of learning, not only absorbing facts, but finding, evaluating and using information to create new knowledge.

There are nine areas in GenEd, each with its own set of goals. This course fulfills the U.S. Society (GU) requirement for students under GenEd and American Culture (AC) for students under Core. Students cannot receive credit for this course if they have successfully completed Educational Administration 0855 or English 0855.

Upon successful completion of this course, students will be able to:

• Reflect on and build an understanding of your personal and externalized motivations for pursuing higher education.
• Develop observations and conclusions about historical and contemporary themes in the American system of higher education.
• Analyze and critique the ways privilege and heterogeneity have shaped the American system of higher education.
• Construct interpretations of issues in American higher education using evidence and critical analysis.
• Communicate and defend your interpretations via ongoing dialogue with your peers and instructor.

 

Course Materials

All required readings will be available digitally FREE from Charles Library or through other digital sources. Links to all materials can be found on the course Canvas page. 

In addition to a variety of articles, we will be reading chapters from Ken Bain’s What the Best College Students Do (Cambridge, MA: Harvard University Press: 2012). https://ebookcentral.proquest.com/lib/templeuniv-ebooks/detail.action?docID=3301124&pq-origsite=primo

 

Instructional Methods

We will be meeting in person on Tuesdays and Thursdays from 12:30-1:50 in Mazur Hall Room 806. All assignments will be submitted via the course Canvas page.

  

Course Communications

To facilitate communication, the university requires you to have and use an e-mail account ending in @temple.edu.

My preferred method of communication is through email. During the semester, I will generally respond to emails within 24 hours of receiving them during the week and within 48 hours on weekends.

   

Course Technology Requirements

In order to be able to succeed in this course, you will need a reliable computer and internet connection. You may be able to use a smartphone for many of the tasks associated with this course, but a laptop or desktop computer is recommended. You will need access to audio recording software. Many computers and most smartphones come equipped with adequate recording software. Free software, such as Audacity, is available for computers that do not already have audio recording software.  

• Limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wifi-access, should submit a Student Technology Assistance Application located in TUPortal and linked from the Dean of Students Support and Resources webpage. The university will endeavor to meet needs, such as with a long-term loan of a laptop or Mifi device, a refurbished computer, or subsidized internet access. Internet Essentials from Comcast provides the option to purchase a computer for $150 and high-speed Internet service for $9.95 a month, plus tax. The Emergency Broadband Benefit (EBB) is available to purchase Xfinity, Verizon, T-Mobile, and other internet services. Qualified households can receive a temporary monthly credit of up to $50/month toward their Internet service and leased Internet equipment until the program's funding runs out.
• On-campus computer labs are available for student use.

Students should check their Temple email daily for course updates. 

All students are required to comply with  Temple University’s Computer and Network Security Policies.

 

Statement on Recording and Distribution of Class Sessions 

Individual recording, audio or video, of class sessions is not permitted unless previously approved by the professor or in cases of an approved accommodation from the Office of Disability Resources (DRS).

   

Statement on the Use of Generative AI in This Course

Temple University prohibits the use of generative AI by students in courses, “unless the instructor explicitly grants permission” (see Temple University Libraries “AI Tools for Research”). I do not grant such permission. If I suspect the use of AI in student submissions, I will contact the student to discuss the matter. Students may be asked to resubmit a revised version of the assignment.

       

 

Grading Scale

A Range	B Range	C Range	D Range	F Range
A  93 - 100	B+ 87 - 89.49	C+ 77 - 79.49	D+ 67 - 69.49	F 0 - 59
A- 90 - 92.49	B  83 - 86	C  73 - 76	D  63 - 66
	B- 80 - 82.49	C- 70 - 72.49	D- 60 - 62.49

 

C- or better is required to fulfill the GenEd area requirement. 

 

Participation and Attendance

Students are expected to attend lecture periods and take notes, or make arrangements to obtain notes from any missed classes from a classmate. Students are also expected to complete all readings as thoroughly as possible in order to participate meaningfully in class discussions.

Everyone is allowed 3 unexcused absences. If you have more than 3 absences, you must provide me with a valid excuse with third-party documentation from a coach, doctor, advisor, etc. Failure to do so will negatively impact your grade.

Late Policy: It is important that all assignments be completed by the due date in order for me or your fellow group members to be able to provide you with timely feedback. Once an assignment is more than 24 hours late, I will begin deducting points – 5% per day. Assignments will not be accepted more than 5 days past the due date.

 

Weighting Details

• Attendance & Participation      40%       
• Final Project Assignments         30% (5% for each assignment)
• Final Project                               30%

Total = 100%

 

Assignment Descriptions

There will be one final project that we will be working on throughout the semester. You will produce a 20 to 30-minute, scripted podcast* comparing Temple University and two other institutions of higher education of your choosing from the following categories:

1. A 4-year state university (e.g., Penn State, Michigan State, Rutgers, etc.,)
2. A private 4-year university (e.g., University of Pennsylvania, Haverford, Lasalle, etc.)
3. An online or predominantly online college (e.g., University of Phoenix, Walden University, Grand Canyon University, etc.)
4. A 2-year community college

 

Throughout the semester, students will complete several smaller assignments associated with this project. These assignments are designed to guide you through completion of the final project. We will discuss our findings and concepts related to the assignments in our next class session after each assignment is due. This class will not have a mid-term or final exam. It is therefore imperative that you complete all assignments, attend all classes, and participate fully in in-class discussions.

 

*If you are unable to produce an audio recording due to a disability, please discuss it with me at the beginning of the semester.

 

There will be six (6) Project Assignments through the semester. I will provide an overview of each assignment in class 1-2 weeks before it is due. We will discuss each assignment in detail during these overviews. I will also answer any questions regarding the assignment at that time. If you are absent from class when we go over the assignment, make arrangements to get notes from a classmate. (Due Dates are subject to modification):

1. Institutional Descriptions: Students will provide details about each institution of Higher Education that they have chosen to research for their final podcast project, including name, location, category, size, student body demographics, faculty, etc. . Due Sunday, 1/19 by 11:59 pm
2. Mission Statement & Vision: Students will investigate each institution’s mission statements and other promotional literature and summarize how each institution presents itself. What degrees and programs do these institutions offer, and what instructional methods (online, in-person, etc.) do they use? Due Sunday, 2/2 by 11:59 pm
3. Audio Sample: Using your chosen software program, create a simple, 2-5 minute audio sample of your voice. Due Friday, 2/21 by 11:59 pm
4. The College and the Community: Students will investigate how each institution interacts with its surrounding community/environment and vice-versa. This may include athletics, housing, student life, business, crime, property values, taxes, and more. Due Sunday, 3/16 by 11:59 pm
5. Post-graduate Experience and Results: Students will investigate the relative success of graduates at each of their institutions, particularly those with your major or program. Due Sunday, 3/30 by 11:59 pm
6. Audio Rough Draft and Workshops: Record a rough draft of your podcast based the research you have conducted so far. Workshop Group members will listen to each other’s rough drafts between classes and should be prepared to offer constructive feedback during the next class period. Rough drafts must include all information that you have prepared, but do not need to meet the final length requirement. Due Sunday 4/27 by 11:59 pm. (Workshop will be held the week of 4/21-4/25 at the Charles Library).

 

A successful final project will include information you have gathered for the above assignments. It will also discuss how your concepts and themes brought up throughout the semester in course readings and class discussions relate to your chosen institutions.

  

Course Minimum Grade

Although D- is a passing grade, a minimum grade of C- is required in General Education courses and, in many programs, courses required by the major.

For more information, please see Temple University's Academic Policies on Grades and Grading.

     

 

General Policies

All Temple University Academic Policies will be upheld.

The General Education Policies and Requirements details program expectations.

   

Attendance and Your Health

Students must attend and participate in classes according to their instructors’ requirements to achieve course learning goals. If you feel unwell or are under quarantine or in isolation because you have tested positive for the coronavirus, you should not come to campus or attend in-person classes or activities.

It is the student’s responsibility to contact their instructors to create a plan for participation and engagement in the course as soon as they can do so and to make a plan to complete all assignments in a timely fashion when illness delays their completion.

 

Incomplete

A student will be eligible for a grade of “Incomplete” only if the student: 1) has completed at least 51% of the work at a passing level, 2) is unable to complete the work for a serious reason beyond their control, and 3) files a signed agreement with the instructor outlining the work to be completed and the time frame in which that work will be completed. The student is responsible for initiating this process and all incomplete forms must be sent to the Associate Dean for Academic Affairs prior to the start of study days in that semester.  

Please refer to the following for further details: Temple University’s Incomplete Policy. (Policy #02.10.13). 

  

Withdrawal from the Course

If a student wishes to withdraw from a course, it is the student’s responsibility to meet the deadline for the last day to withdraw from the current semester, Monday, April 28..

See Temple University's Academic Calendar for withdrawing deadlines and consult the University policy on Withdrawals (Policy # 02.10.14). 

  

Statement on Academic Rights & Responsibilities

Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy on Student and Faculty Academic Rights and Responsibilities (Policy #03.70.02).

   

Academic Honesty

From Temple's Policies and Procedures Manual:

"Temple University believes strongly in academic honesty and integrity. Essential to intellectual growth and the university's core educational mission and purpose and devalues the work of all members of the Temple community. Every member of the university community is responsible for upholding the highest standards of honesty at all times. Students, as members of the community, are responsible for adhering to the principles of academic honesty and integrity." Cheating and plagiarism will not be tolerated. Plagiarism (which Temple's Policies and Procedures Manual defines as "taking credit for someone else's work and ideas, stealing others' results or methods, copying the writing of others without proper acknowledgement, or otherwise taking credit for the work or ideas of others") is a serious offence that can result in your dismissal from the university.  

 

Netiquette and Class Conduct Expectations

It is important to foster a respectful and productive learning environment that includes all students in our diverse community of learners. Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Therefore, all opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.

Treat your classmates and instructor with respect in all communication, class activities, and meetings. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Please consider that sarcasm, humor, and slang can be misconstrued in online interactions and generate unintended disruptions. Profanity should be avoided as should the use of all capital letters when composing responses in discussion threads, which can be construed as “shouting” online. Remember to be careful with your own and others' privacy. In general, have your behavior mirror how you would like to be treated by others.

For more information, please visit https://diversity.temple.edu/.

  

 

Disability Disclosure Statement

Any student who has a need for accommodation based on the impact of a documented disability should contact Disability Resources and Services (DRS), Ritter Annex 100, (215) 204-1280 or 215-204-1786 (TTY) or drs@temple.edu, to make arrangements.  If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact the instructor as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. Accommodations are not retroactive. All discussions related to your accommodations will be confidential.

 
Information regarding accessibility for additional technologies is provided below:  

• Canvas
• Zoom
• GoogleDrive
• Outlook

 

Technical Support 

For a listing of technical support services available to Temple University students, see the Tech Support page.

 

Live Chat or Request Help:  tuhelp.temple.edu.

Phone: 215-204-8000

Email:  help@temple.edu

Website: its.temple.edu

Location: The TECH Center, Room 106

 

 

Academic and Support Services

Temple University provides a variety of services to support you throughout your studies. Please take a moment to view these by visiting the Academic Support Services page.

The following academic support services are available to students:

• Student Success Center
• University Libraries
• Undergraduate Research Support
• Career Center
• Tuttleman Counseling Services
• Disability Resources and Services

  
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, theTemple University Cherry Pantry and the Temple University Emergency Student Aid Program are in operation as well as a variety of resources from the Division of Student Affairs. 

      

Continuity of Instruction in the Event of Emergency

Students are to register for the TUAlert System to be made aware of University closures due to weather or other emergency situations and follow all additional university-wide emergency instructions. Students can register for this system on the Campus Safety Services website. Students registered for the class will be alerted to any alternate testing procedures and submission of assignment requirements from the instructor via email.

Please note that online classes are generally not affected by campus closures.  

  

Privacy Policy

Please see the links below to become familiar with the privacy policies for each of the following: 

• Temple University
• Canvas Instructure
• Zoom

    

Course Schedule

Key Dates:

• Monday, January 13, 2025: Course Start Date
• Monday, January 20: Martin Luther King, Jr. Day – No Class
• Monday, January 27: Last day to add or drop a Full Term 16-week course
• Monday, March 3– Sunday, March 9: Spring Break– No Class
• Monday, April 28: Last day of class. Last day to withdraw from a Full Term 16-week course
• Tuesday, April 29: Study Days
• Friday, May 2: Final Project Due 11:59 PM
• Friday, May 9: Final Grades posted by 11:59 PM

 

Note: When multiple readings are assigned during a week, we will be reading them on different days during that week.

 

Week One: 1/13-1/17 – Introduction

• Welcome, course goals, syllabus
• Read: Bain, Chapter 1: The Roots of Success (p. 1-31)

 

Week Two: 1/20-1/24 – “Styles of Learning”   

• Project Assignment #1 - Institutional Descriptions: Students will provide details about each institution of Higher Education that they have chosen to research for their final podcast project. Due Sunday, 1/19 by 11:59 pm
• Monday, 1/20 – Martin Luther King, Jr. Day – No Class
• Read: Bain, Chapter 2: What Makes an Expert? (p. 32-63)

 

Week Three: 1/24-1/31 – Learning Yourself

• Read: Bain, Chapter 3: Managing Yourself (p. 64-98)
• Read: Bain, Chapter 4: Learning How to Embrace Failure (p. 99-132)

 

Week Four: 2/3-2/7 – Mission Statements and Messy Problems

• Project Assignment #2 - Mission Statement & Vision: Students will investigate each institution’s mission statements and other promotional literature and summarize how each institution presents itself. Due Sunday, 2/2 by 11:59 pm
• Read: Bain, Chapter 5: Messy Problems (p. 133-163)

 

Week Five: 2/10-2/14 – Encouragement and Curiosity

• Read: Bain, Chapter 6: Encouragement (p. 164-198)
• Read: Bain, Chapter 7: Curiosity and Endless Education (p. 199-220)

 

Week Six: 2/17-2/21 – Hard Tasks and Hard Choices

• Project Assignment #3 - Audio Sample: Using your chosen software program, create a simple, 2-5 minute audio sample of your voice. Due Friday, 2/21 by 11:59 pm
• Read: Bain, Chapter 8: Making the Hard Choices (p. 221-257)

 

Week Seven: 2/24-2/28 – College Experiences

• Readings TBD

 

Spring Break: Monday 3/3 through Sunday 3/9

 

Week Eight: 3/10-3/14 – History of Higher Education in America

• Readings TBD

 

Week Nine: 3/17-3/21 – Education, Institutions, and Society

• Project Assignment #4 – The College and the Community: Students will investigate how each institution interacts with its surrounding community/environment and vice-versa. Due Sunday, 3/16 by 11:59 pm
• Readings TBD

 

Week Ten: 3/24-3/28 – The Founding of Temple University

• Readings TBD

 

Week Eleven: 3/31-4/4 – Experiences, Results, Benefits, and Risks

• Project Assignment #5 – Post-graduate Experience and Results: Students will investigate the relative success of graduates at each of their institutions. Due Sunday, 3/30 by 11:59 pm
• Readings TBD

 

Week Twelve: 4/7-4/11 – Guiding Principles of Institutions

• Readings TBD

 

Week Thirteen: Critiques of Modern Higher Education

• Readings TBD

 

Week Fourteen: 4/21-4/25 – Rough Draft Workshops

• Rough Draft Workshops: Each day this week, class will meet at the café entrance of Charles Library (intersection of Polett and Liacouras Walks). We will separate into our Workshop groups and each group will find a place in the library where they can converse. Students will take turns discussing the research they have conducted for their project and, with feedback from their fellow group members, develop their plans for the final project.
• Workshop Report: At the end of the week, each student will submit a 2-4 page report including a rough outline for their podcast project, a brief reflection on whether they feel the workshop discussions have helped them develop the project, and why they feel that way.

 

Week Fifteen: 4/28 – Rough Draft and Study Days

• Project Assignment #6 – Audio Rough Draft: Record a rough draft of your podcast based the research you have conducted so far. Workshop Group members will listen to each other’s rough drafts between classes and should be prepared to offer constructive feedback during the next class period. Rough drafts must include all information that you have prepared so far, but do not need to meet the final length requirement. Due Sunday, 4/27 by 11:59 pm.
• Last Day of Classes: Monday, 4/28

 

Final Project Due Friday, 5/2 by 11:59 pm

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