Course Syllabus
Gender and World Societies
Global/World Societies
FALL 2025
PROFESSOR KATYA MOTYL
“Judith and the Head of Holofernes,” 1901 by Gustav Klimt
HIST 0824-001 (40129)
HIST 0824-002 (57254)
GSWS 0824-001 (47099)
GSWS 0824-002 (57255)
The course syllabus will provide you with the course schedule, course objectives, explanations of assignments and assessments, grading policies, and instructor contact information. Please read it carefully. You should have a deep familiarity with the schedule and process of the course.
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Basic Course Information
General Education
This course fulfills the General Education area of Global/World Societies.
Meeting Time and Location
Mondays and Wednesdays: 11AM-11:50AM, Mazur Hall 14
Fridays:
Discussion Section 1: 11AM – 11:50AM, Mazur Hall 23
Discussion Section 2: 1PM – 1:50PM, Mazur Hall 26
*** Note: Those enrolled in HIST0824-001 and GSWS0824-001 are in Discussion Section 1. Those enrolled in HIST0824-002 and GSWS0824-002 are in Discussion Section 2.
Emergency Meetings
In the event that we are unable to meet in person, such as due to bad weather, expect a Canvas announcement directing you to a Zoom meeting or providing other guidance.
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.
Instructor Information
Professor's Name: Katya Motyl
Please refer to me as Professor Motyl. My pronouns are she/her/hers.
Teaching Assistant's Name: Jake La Fronz
Please refer to me as Jake. My pronouns are he/him/his.
Contact Information
Please reach out to us at any time for assistance with the course or just to chat about the field or navigating university life. The best way to reach us is to send a message through the Canvas inbox or email us.
Professor Motyl's Office
Gladfelter Hall 947
Student Drop-In Hours: Mondays, 10-11am and 1-2pm; and Wednesdays, 10-11am
Jake La Fronz’s Office
Gladfelter Hall 934
Student Drop-In Hours: Fridays 12pm-1pm
Student Drop-In Hours
Seeking out individual assistance from the instructor is a normal part of the learning process. I set aside time for you to come to my office with no appointment necessary. We can discuss the course content, your progress on the assessments, your future in the field, or anything else you need to talk about. If my regular Drop-In Hours don’t fit your schedule, please email me to make an appointment. I want to help you succeed!
Purpose of the Course
Overall Purpose
This General Education Global Society course expands the breadth of your knowledge and skills, adding to the depth acquired in your major. This course emphasizes the critical competencies of critical thinking, oral/written communication, and information literacy while delving into topics related to gender.
Overview of the Course
This course explores the intersection between the concepts of gender, history, and global societies. Since gender is a social construct, gender roles have varied considerably in various times and places. We examine how ideas about gender and gender roles have changed over time and discover to what extent they have remained much the same in different geographic areas. We will be using different types of sources to examine these questions, including primary sources written by people of different genders, as well as secondary sources, novels, and films. Rather than trying to cover all of human history in one semester, the course focuses on a few main themes, such as The State, The Sacred, Work, The Family, The Body and Sexuality, and Revolutionary Movements. The course will also be organized around case studies from Ancient Greece, Medieval Europe, West Africa, Victorian Britain, Modern Europe, the Middle East, South Asia, East Asia, and/or Latin America.
NOTE: This course fulfills the World Society (GG) requirement for students under GenEd and International Studies (IS) for students under Core. Duplicate Credit Warning: Students may take only one of the following courses for credit; all other instances will be deducted from their credit totals: Gender, Sexuality & Women's Studies 0824; History 0824, 1708, C065; Women's Studies 0824, 1708, or C0
# Credit Hours: 3
Learning Goals
Upon successful completion of this Gender and World Societies course, you will be able to:
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Discuss the relationship between gender and power
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Learn and discuss the history and relationship between gender and inequality
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Develop the ability to discuss and analyze central precepts through reflective writing and class debate, appreciating the different use of critical, conceptual, and interdisciplinary thinking
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Learn methods of critical thinking
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Learn to analyze and discuss primary and secondary sources
All materials, activities, and assessments of this course are designed to help you achieve these goals. If at any time you feel that you are not making progress towards one of these goals, please reach out to me. It is my job to help you get there!
General Education Competencies and Area Learning Goals
GenEd Competencies
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Critical thinking
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Contextualized learning
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Interdisciplinary Thinking
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Communication skills
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Scientific & Quantitative reasoning
Global/World Societies Area Goals
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Understand the influences (e.g., political, social, historical, cultural, artistic, literary, geographic, economic) on world societies or processes (e.g., globalization) linking world societies
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Access and analyze materials related to world societies and cultures
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Develop observations and conclusions about selected themes in world societies and cultures
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Construct interpretations using evidence and critical analysis
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Communicate and defend interpretations
The Learning Environment
How Class Will be Conducted
Classes on Mondays and Wednesdays will be lectures taught by Professor Motyl. Classes on Fridays will be discussion sections led by the teaching assistant, Jake La Fronz.
Materials
The following required books, listed in the order that you will read them, are available on reserve at Charles Library, though you may want to request them via Borrow Direct or Interlibrary Loan. They are also available for purchase at Amazon (used copies are available) and the University Bookstore. BOTH TITLES ARE ALSO E-BOOKS!
Required Materials
Roxane Gay, ed., The Portable Feminist Reader (New York: Penguin, 2025).
Jacqueline Harpman, I Who Have Never Known Men, trans. Ros Schwartz (Oakland: Transit Books, 2002).
Links to other required readings, videos, etc., will be supplied electronically in Canvas in the appropriate module. These items will be provided to you at no additional cost.
Software or Other Supplies
If you need access to basic software for creating documents, slideshows, or spreadsheets, you have free access to Microsoft 365.
Whether you use a paper or digital tool, you should have a calendar for managing your schedule. I use Outlook calendar, a software available to you as part of the Microsoft 365 suite of tools. Similarly, I expect you to take notes while reading course materials and during lectures, but the choice is yours whether to use software or paper.
Accessibility
It is important to me that every student has the opportunity to succeed in this course. Please reach out to me if any obstacle is in the way of your success.
Any student who has a need for accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) located in the Howard Gittis Student Center South, 4th Floor at drs@temple.edu or 215-204-1280 to request accommodations and learn more about the resources available to you. If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact me as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. All discussions related to your accommodations will be confidential. Students can learn more about the accommodation process and pre-register on the DRS website. Students may register at any time during the semester, but accommodations are not active until you register, so I recommend doing so as early in the semester as possible.
Information regarding accessibility for additional technologies is provided below:
Resources and Support
Sometimes the biggest factors impacting student success are things happening beyond the scope of the individual classroom. Temple provides a wide array of resources both to help you overcome academic challenges and those not directly related to the educational challenges of the course. Please reach out to me if you need help deciding which resources might be right for you.
Undergraduate Research Support
Disability Resources and Services
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, the Temple University Cherry Pantry is in operation, as well as a variety of resources from the Division of Student Affairs.
Library Resources
Temple University Libraries provide resources to assist Temple students with their class projects and research needs. Visit the Libraries’ website to find millions of articles, books, video, and other resources, both in print and online.
This library guide developed for our course will be used for the midterm exam.
The site also provides tutorials to help you start your research, as well as subject and course research guides to help you identify resources that may be particularly useful for this class.
Contact the library at any stage of the research process. You can chat with a librarian 24/7 or make an appointment with your subject librarian, who can help you explore a topic, craft a research question, and identify and cite sources.
Course Schedule
Part I:
Gender as Cultural Construct: Theoretical Foundations
WEEK 1: INTRODUCTIONS
Monday, August 25: Course Overview
Wednesday, August 27: Who’s Afraid of Gender?
Reading:
- Judith Butler, Who’s Afraid of Gender? (New York: Picador, 2024), 3-9.
Friday, August 29: ** Discussion Sections **
WEEK 2: WHAT IS GENDER ANYWAY?
Monday September 1: LABOR DAY – NO CLASS
Wednesday, September 3: The Social Construction of Gender
Reading:
- Judith Lorber, “’Night to his Day’: The Social Construction of Gender,” Paradoxes of Gender (New Haven: Yale University Press, 1994), 13-36.
- Susan Stryker, “Chapter 1,” Transgender History (Berkeley: Seal Press, 2008), 9-32.
Friday, September 5: ** Discussion Sections **
WEEK 3: WHAT IS GENDER ANYWAY? (Cont.)
Monday, September 8: Theories of Structure: Gender Socialization
Reading:
- Christie Launius and Holly Hassel, "Chapter 2," Threshold Concepts in Women's and Gender Studies: Ways of Seeing, Thinking, and Knowing (New York: Routledge, 2022).
Wednesday, September 10: Theories of (Some) Agency: Gender as Performative
Reading:
- Molly Fischer, “Think Gender is Performance? You Have Judith Butler to Thank For That,” New York Magazine (13 July 2016).
Friday, September 12: ** Discussion Sections **
WEEK 4: GENDER AND POWER
Monday, September 15: The Hierarchy of Masculinity/Femininity
Reading:
- Simone de Beauvoir, “Introduction,” The Second Sex [1949], trans. Constance Borde and Sheila Malovany-Chevallier (New York: Vintage Books, 2011), 3-17.
- Sarah Rich, “Today’s Masculinity Is Stifling,” The Atlantic (11 June 2018).
- Alisha Haridasani Gupta and Nicole Stock, "How Do You Spot a 'Performative' Male? Look for a Tote Bag," New York Times (14 August 2025).
Wednesday, September 17: The Hierarchy of Masculinity/Femininity (cont.)
Friday, September 19: ** Discussion Sections **
WEEK 5: GENDER AND POWER (cont) + RETHINKING SEX
Monday, September 22: Intersectionality: Gender, Power, and Race
Reading:
- Kimberlé Crenshaw, “Demarginalizing the Intersection of Race and Sex,” (1989) in The Portable Feminist Reader, 3-10.
- Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack,” (1989) in The Portable Feminist Reader, 11-17.
Wednesday, September 24: Beyond the Two Sexes
Reading:
- Anne Fausto-Sterling, “Why Sex is Not Binary,” The New York Times (25 October 2018).
- Kate Bornstein, “Gender Outlaw,” in The Portable Feminist Reader, 291-309.
- Choose one:
- Evelyn Blackwood, “Trans Identities and Contingent Masculinities: Being Tombois in Everyday Practice,” Feminist Studies 35, no. 3 (Fall 2009): 445-480.
- Serena Nanda, “Chapter Two: The Hijra as Neither Man nor Woman,” in Neither Man nor Woman: The Hijras of India, Second Edition (New York: Wadsworth Publishing Company, 1999), 13-19.
Friday, September 26: ** Discussion Sections **
Part II:
Historicizing Gender and Sex
WEEK 6: THE MEDIEVAL-TO-EARLY MODERN TRANSITION
Monday, September 29: The Sacred? Witchcraft during the Reformation/Counter Reformation
Reading:
- Heinrich Krämer and Jacob Sprenger, Malleus Maleficarum (1486).
Wednesday, October 1: The Body: The Castrato in Early Modern Italy
Reading:
- Lisa Smith, “The Allure of the Castrato,” NOTCHES: (re)marks on the history of sexuality (14 February 2014).
Friday, October 3: ** Discussion Sections **
WEEK 7: EARLY MODERN-TO-MODERN TRANSITIONS
Monday, October 6: Revolution in France, 1789
Reading:
- "Declaration of the Rights of Man and Citizen,” (1789).
- Olympe de Gouges. “Declaration of the Rights of Women,” (1791).
Wednesday, October 8: Medicine, Sex, and Sexuality
Reading:
- Michel Foucault, Herculine Barbin: Being the Recently Discovered Memoirs of a Nineteenth-Century French Hermaphrodite, Edition 1 (New York: Vintage, 1980). Selections.
Friday, October 10: ** Discussion Sections **
WEEK 8: MODERNITY
Monday, October 13: Work and the Family in Victorian Britain
Reading:
- Coventry Patmore, "Angel of the House," (1854-1863).
Wednesday, October 15: The State in Nazi Germany
Reading:
- Selections for GHI (German Historical Documents)
Friday, October 17: FALL WELLNESS DAY! NO CLASS
WEEK 9: FEMINISMS AND THE FIRST WAVE
Monday, October 20: In-Class Midterm Exam
No Reading
Wednesday, October 22: First Wave Foundations
Reading:
- Sojourner Truth, “Ain’t I a Woman?” (1851).
- Ida B. Wells, “The Black and White of It” (from Southern Horrors: Lynch Law in All Its Phases) (1892) in The Portable Feminist Reader, 113-120.
- Emmeline Pankhurst, “Why We Are Militant,” (1913).
Friday, October 24: ** If you are doing a midterm make up, please come to Mazur 14 at 11am. For everyone else (who took the exam already), please do library project (see Announcements for details) **
WEEK 10: FEMINISMS AND THE SECOND WAVE
Monday, October 27: Second Wave Foundations
Reading:
- “National of Organization of Women Statement of Purpose,” (1966).
- Gloria Steinem, “If Men Could Menstruate,” in The Portable Feminist Reader,
458-460.
Wednesday, October 29: Second Wave Radicals
Reading:
- “Redstockings Manifesto,” (1969).
- Pat Mainardi, “The Politics of Housework,” (1970), in The Portable Feminist Reader, 211-215.
- Radicalesbians, “The Woman-Identified Woman,” (1970).
- The Guerilla Girls, “The Advantages of Being a Woman Artist,” (1988) in The Portable Feminist Reader, 248-249.
Friday, October 31: ** Discussion Sections **
WEEK 11: PROBLEMS WITH FEMINISM
Monday, November 3: The Second Wave and Its Discontents
Reading:
- Combahee River Collective, “A Statement on Black Feminism,” (1978).
- Audre Lorde, “The Master’s Tools Will Never Dismantle the Master’s House,” (1979/1984).
- Gloria Anzaldua, “La conciencia de la mestiza: Towards a New Consciousness,” (1987).
Wednesday, November 5: The Colonial Legacies of Feminism and the Politics of the Veil
Reading:
- Chandra Mohanty, “Under Western Eyes,” (1984) in The Portable Feminist Reader, 123-140.
- Lila Abu-Lughod, “Do Muslim Women Really Need Saving?” (2002) in The Portable Feminist Reader, 141-150.
Friday, November 7: ** Discussion Sections **
WEEK 12: FEMINIST SOLUTIONS?
Monday, November 10: The Third Wave
Reading:
- Rebecca Walker, “Becoming the Third Wave,” Ms. Magazine 11, no. 2 (1992): 39-41.
- “History is a Weapon: Riot Grrrl Manifesto,” (1991).
- Pussy Riot, “Virgin Mary, Put Putin Away (Punk Prayer),” (2012)
- START: Jacqueline Harpman, I Who Have Never Known Men, trans. Ros Schwartz (Oakland: Transit Books, 2002).
Wednesday, November 12: Beyond the Third Wave?
Reading:
- Roxanne Gay, “Bad Feminist: Take One,” and “Bad Feminist: Take Two,” Bad Feminist: Essays (New York: Harper Collins, 2014), 303-318.
- Sara Ahmed, “Killing Joy: Feminism and the History of Happiness,” (2010) in The Portable Feminist Reader, 625-628.
- CONTINUE: Jacqueline Harpman, I Who Have Never Known Men, trans. Ros Schwartz (Oakland: Transit Books, 2002).
Friday, November 14: ** Discussion Sections **
WEEK 13: I WHO HAVE NEVER KNOWN MEN
Monday, November 17: Dystopian Feminist Fiction
Reading:
- CONTINUE: Jacqueline Harpman, I Who Have Never Known Men, trans. Ros Schwartz (Oakland: Transit Books, 2002).
Wednesday, November 19: Dystopian Feminist Fiction, cont.
Reading:
- FINISH: Jacqueline Harpman, I Who Have Never Known Men, trans. Ros Schwartz (Oakland: Transit Books, 2002).
Friday, November 21: ** Discussion Sections **
WEEK 14: FALL BREAK/THANKSGIVING – NO CLASS
WEEK 15: Archive Project
Monday: December 1: SCRC Group Project
Please watch this short video
Wednesday, December 3: SCRC Group Project
Please watch this short video
Friday, December 5: ** Discussion Sections/Study for Exam **
WEEK 16: EXAM
Monday, December 8: Final Exam
Grading & Assessment Guidelines
Grading Scale
|
Percentage |
Letter Grade |
|---|---|
|
94-100 |
A |
|
90-93 |
A- |
|
87-89 |
B+ |
|
84-86 |
B |
|
80-83 |
B- |
|
77-79 |
C+ |
|
74-76 |
C |
|
70-73 |
C- |
|
67-69 |
D+ |
|
64-66 |
D |
|
61-63 |
D- |
|
0-60 |
F |
Course Minimum Grade
A grade of “C-” or better is required in all GenEd courses for you to satisfy a General Education requirement.
Assessment Summary
The assessments in this course have been created for two reasons: (1) For you to demonstrate your progress towards the learning goals for the course and receive useful feedback. (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
|
Grading Item |
Due Date |
Percentage |
|---|---|---|
|
Assessment 1 (Attendance and Participation) |
ongoing |
20% |
|
Assessment 2 (In-Class "Free Write" Journal) |
December 3 |
15% |
|
Assessment 3 (Midterm) |
October 20 |
20% |
|
Assessment 4 (SCRC Group Project) |
Week 15 (December 1 and 3) |
15% |
|
Assessment 5 (Final Exam) |
December 8 |
30% |
- Assessment 1: Attendance and Participation (20%)
This grade is based on attendance to in-class lectures and discussion sections, preparedness, and participation in discussions.
Attendance refers to physically coming to class, making sure you come on time, and staying for the duration of the period. If you attend less than 75% of class, you will fail the course. I use QWICKLY to take attendance. You are allowed to have 2 unexcused absences; after that, I will take off points for every class you miss.
Preparedness refers to whether you did the reading and completed all the assignments.
Participation can take many forms, including close listening and note-taking, making your voice heard, and/or visiting me during office hours. It is essential that you arrive to class prepared and ready to participate.
- Assessment 2: In-Class “Free Write” Journal (15%)
Every class will begin with a 5 to 10 minute “free write” in your class journal (I will hand out blue books at the beginning of the first class that will serve as journals during the semester). You will hand in your journal on the last day of class. You must write this journal by hand.
- Assessment 3: Midterm Exam (20%)
The exam will be in class on Monday, October 20 (50 minutes). A week before the exam, you will need to locate a primary source at the library, which you will bring to class on the day of the exam. (Part of the exam will be devoted to discussing your source.)
- Assessment 4: SCRC Group Project (Week 15) (15%)
During Week 15, we will take a trip to the Special Collections Research Center in Charles Library (at Temple U). At the SCRC, you will work in groups of 3 to select a primary source, and then analyze it using a worksheet. Each group will submit 1 worksheet to Canvas at the end of the session.
- Assessment 5: Final Exam (30%)
The exam will be in class on Monday, December 8 (50 minutes).
When planning your semester, I recommend adding all due dates to your calendar.
Late Submissions/Missed Exams & Quizzes
Life gets in the way for all of us from time to time. Please notify me if you may miss a deadline or an exam/quiz as soon as possible. Please do not delay in informing; as soon as you suspect a problem, let me know. Depending on the timing and the specific assessment, I may ask you to give me a copy of your current draft. Whether you will be given an additional opportunity to complete the assessment will be decided on a case-by-case basis.
Attendance Protocol
You are required to attend all classes. You must come on time and stay for the duration of the class time (50 minutes), unless you provide me with a valid excuse.
You are allowed 2 unexcused absences; more than that, and I will start taking off points. Please provide me with valid excuses for any additional absences. Valid excuses are most often related to medical (i.e. you have the flu or tested positive for COVID) or urgent family matters.
If you attend less than 75% of class, you will automatically fail the course. Also, please note that your attendance and participation make up 20% of your final grade, so you please take this seriously.
School-Life Conflict
Many unpredictable things can happen over the course of a semester. If you find yourself struggling to balance your education and your other commitments, please reach out to me immediately so that we can work together to build a plan for your success. Some of the resources in the next section may also be of use to you.
Attendance and Your Health
To achieve course learning goals, students must attend and participate in classes, according to the course requirements. However, if you have tested positive for or are experiencing symptoms of a contagious illness, you should not come to campus or attend in-person classes or activities. It is your responsibility to contact me to create a plan for participation and engagement in the course as soon as you can, and to make a plan to complete all assignments in a timely fashion.
Religious Holidays
It is your right to observe religious holidays without impacting your opportunity to learn and succeed in this course. Please reach out to me at the start of the semester so that deadlines can be reviewed in advance of your religious observations. You will still be held responsible for course content and any assignments, but you will not lose points for attendance and participation on days important to your faith.
Caregiver Responsibilities
I have great respect for students who are pursuing their education while responsible for the care of children or other family members. Please contact me if you encounter challenges that require you to miss a class session or if your caregiving responsibilities are interfering with your success in the course. Together, we may be able to find some flexibility to support your learning.
Withdrawal
If you are considering withdrawing from the course after the add/drop date, please don’t make that decision alone! Withdrawing from the course without talking to me first eliminates the possibility of finding a path to success for you. Furthermore, it is extremely important that you consult your academic advisor before withdrawing. They will be able to walk you through how the withdrawal would impact your progress towards your degree and your graduation date.
Please check the academic calendar for the last day to withdraw from a course.
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).
Technology Guidelines
Technology Requirements*
To participate in this course, you will need the equipment, software, and internet access necessary to reliably use Zoom and Canvas, as well as “productivity tools” like word processors and slide show creators.
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. 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.
Note that there are technology resources available for students, including on-campus computers available for student use, the Tech Center computer labs and free laptop and battery borrowing at Charles Library, software that is available for free download and other specialty software that may be available for remote access through ITS.
Technical Support
For a listing of technical support services available to Temple University students, see the Tech Support page.
Live Chat or Request Help: help.temple.edu
Phone: 215-204-8000
Email: help@temple.edu
Website: its.temple.edu
Location: The TECH Center, Room 106
Technology Usage
I highly encourage you to take notes with a pen/pencil on paper. This is considered to be a much more effective way to learn and retain information than typing.
If you prefer to take notes on your laptop or tablet, you may, but if you find yourself easily distracted, please consider using pen/pencil on paper.
If you can print out the readings, please do so and bring them to class. If you plan to look at them on your screen, make sure you are not distracted.
Privacy and Data Protection
Please see the links below to become familiar with the privacy policies for each of the following:
AI Policies
The use of generative AI tools (such as ChatGPT, Gemini, Microsoft CoPilot, etc.) are not permitted in this class; therefore, any use of AI tools for work in this class may be considered a violation of Temple University’s Academic Honesty policy and Student Conduct Code, since the work is not your own. The use of unauthorized AI tools will result in an F.
Academic Guidelines
Academic Freedom
Freedom to teach and freedom to learn are inseparable facets of academic freedom. I have the freedom and responsibility to design and facilitate our learning environment to best achieve the promise of the course as outlined in its official description. You have the responsibility to engage with the course in good faith and freedom from mistreatment when your opinion differs from mine. Note that it is not an abuse of this freedom for me to require that you support relevant opinions with clear argumentation and solid evidence. For more on academic freedom, consult the official Temple policy on the matter.
Academic Integrity
Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited. All work you submit for assessment should be your own efforts. For more on this topic, consult the relevant portions of Temple Bulletin and the Student Conduct Code.