Course Syllabus
World Regions and Cultures: Diversity and Interconnections
Global Society Gen Ed
GEOG 867, Section 001, CRN 19317
Fall, 2025
Instructor: Dr. Fletcher Chmara-Huff (Dr. Fletch- Learn how to pronounce it.)
Syllabus PDF
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
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: Anthropology 0867, 1061, C061, Geography and Urban Studies 0867, or Sociology 0867.
3 Credit Hours
Meeting Time and Location
Lectures MW 12-12:50 Mazur 024, and Online activities
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.
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
My Name:
Dr. Fletcher Chmara-Huff (Learn how to pronounce it.)
Please refer to me as Dr. Fletch. My pronouns are he/him/his.
Instructor Biography
In my long life, I have identified as an artist, a parent, an activist, a scholar, and as “a real hoopy frood, just this guy y’know.” I have a doctorate in Geography, but my undergraduate majors included creative writing, music, and film, before I eventually got a degree in Anthropology with a minor in American Indian Studies. My life of artistry and scholarship gave me the opportunity to travel and experience the world in ways that opened my mind well beyond the rural farm upbringing I had grown up with. I was what they call a “non-traditional student,” because I was 27 years old before I started college in earnest, having dropped out of high school and flunked out of community college twice. But once I had grown up enough and took school seriously, I pretty much never stopped. Learning things is now an important part of my life, in a wide variety of subjects, because we live in a fascinating world, full of some wonderful things, and some dark things. But understanding these things helps me make sense of the world, and find joy in building a better future.
My Contact Information
Please reach out to me at any time for assistance with the course or just to chat about the field or navigating university life. The best way to reach me is to email me at fletcherc@temple.edu. The Canvas Inbox is unreliable. I will generally respond within 24 hours. Please do not send a follow-up email before 24 hours have passed. You can always schedule a Zoom meeting with my using my Booking Calendar.
My Office*
Gladfelter 339; Zoom Room for Virtual Meetings 7404053405
Student Drop-In Hours*
Everybody needs help, and nobody is perfect. Seeking out individual assistance from the instructor is a normal part of the learning process. I set aside 1:00 to 2:50 on Mondays and Wednesdays 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 use my Booking Calendar to make an appointment. I want to help you succeed!
Purpose of the Course
Overall Purpose
While people grow up with Nationalist, ethnic, or cultural ideologies, the sharp divisions of these false beliefs make us poor global citizens. We have one planet, and we all have to live on it, so being a good global citizen requires understanding other people. Students will learn to apply geographic conceptual frameworks to think critically about their own and other cultures and societies. The course will also provide students with theoretical tools to analyze global processes and contemporary issues from various disciplinary perspectives.
Overview of the Course*
What is globalization? Are we now all citizens of a global capitalist economic and truly international political order? Or do we still live mostly under the economic constraints and governmental policies of the nation states of which we are citizens? How do different regions of the world experience and negotiate cultural continuity and change in different ways due to their distinctive historical and political-economic experiences? Focusing on different regions of the world, we will investigate how cultures and societies are connected to each other, how they relate to each other, and how they compare or contrast with each other. In particular, we will examine topics such as economic development, urbanization, immigration, labor, neoliberalism, citizenship, religion, gender, democracy and human rights.
3 Credit Hours
Learning Goals
Upon successful completion of this General Education course, you will be able to…
A. Understand the influences (e.g., political, social, historical, cultural, artistic, literary, geographic, economic) on world societies or processes (e.g., globalization) linking world societies
B. Access and analyze materials related to world societies and cultures
C. Develop observations and conclusions about selected themes in world societies and cultures
D. Construct interpretations using evidence and critical analysis
E. Communicate and defend interpretations
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
|
Course Learning Goals |
Corresponding Assessments to Measure Goal Achievement |
|
|
1. |
Collect and organize information about a global issue in order to analyze local effects of social and cultural processes. Program Competencies : VII; Area Goals: B |
Assignment #4: Information Literacy Assignment (notes/gallery walk) Assignment #5: Information Literacy Essay |
|
2. |
Read interdisciplinary texts about global issues critically and explain and assess the authors’ arguments. Program Competencies : I, III; Area Goals: D |
Assignment #1. Reading Response Paper Midterm, final exam |
|
3. |
Understand and evaluate a variety of social phenomena related to globalization, including the effects of colonialism, migration patterns, cultural differences, nationalism, transnational institutions, environmental issues, and local resistance. Program Competencies : I, II; Area Goals: A |
Midterm, final exam, Assignment 2: Field trip and essay on Contemporary Global Philadelphia Discussion Post 2 Assignment 3: In-Class Presentation about Field Trip
Assignment #5: Information Literacy Essay |
|
4. |
Identify and analyze connections between different regions and global economic, social, political, and cultural processes. Program Competencies : II; Area Goals: A, B |
Assignment #1. Reading Response Paper Assignment 2: Field trip and essay on Contemporary Global Philadelphia Assignment 3: In-Class Presentation about Field Trip Assignment #5: Information Literacy Essay Midterm, final exam |
|
5. |
Formulate oral and written arguments using evidence to explain social, environmental, political, health, and cultural challenges in a globalized world. Program Competencies : I, IV; Area Goals: C, D, E |
Midterm, final exam, Assignment #5: Information Literacy Essay
Discussion Post 1 |
|
6. |
Evaluate and synthesize multiple interdisciplinary academic and media sources in order to understand and explain political, economic, social, and cultural aspects of global processes. Program Competencies: III, VII; Area Goals: A, C |
Assignment #4 Information Literacy (notes/gallery walk) Assignment #5: Information Literacy Essay Assignment #1. Reading Response Paper midterm, final exam Presentation |
The Learning Environment
How Class Will Be Conducted
This course will be taught with two weekly classroom sessions on Monday and Wednesday, and a variety of activities that will either be completed online, or require experiential learning (field trips). Attendance and Participation will account for 10% of the final grade. Simply attending every session is average work. Participating includes contributing to discussions, asking questions, and putting in the time and effort into the online components. This course is divided into 4 modules and you will receive participation points for each module. The course is organized on Canvas into weekly modules, each containing a combination of readings, multimedia content, and assignments.
All assignments, readings, films, and exams will be available on Canvas.
Instructional Methods: Readings, lectures, discussions individual activities, posts/discussion boards, group projects.
Classroom Civility
In this course, we will have conversations that involve racism, sexism, imperialism/colonialism, gender identities, sexual orientation, religion, political polarization, and other issues that some may find challenging and uncomfortable to discuss. These discussions need to happen in a productive and respectful way, and help us consider viewpoints that may be different from our own. 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 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. In this class, we want to make space for each student and create an inclusive environment where we respect each other’s different identities, lived experiences, and perspectives. Please do not ever hesitate to reach out to me if I can do something better or differently to support your learning or our collective learning experience.
For more information, please visit the IDEAL website.
Materials
Required course materials are available on Canvas.
For this course, the cost range, including all books, online access fees, expenses, and other materials, is approximately $0-25.
Links to 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.
Scheduling time is important! Fridays are not a day without class, it is a flexible time commitment that allows to figure out when you will commit the time before Monday. 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
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
Basic Needs Statement: Any student who has difficulty affording groceries or accessing sufficient food to eat every day or who lacks a safe and stable place to live and believes this may affect their performance in the course, is urged to contact the CARE Team in the Dean of Students office for support. The CARE Team web address is: https://careteam.temple.edu/ Please also notify me if you are comfortable in doing so.
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.
Counseling Services: College can be stressful, and your mental well-being is important. If you are a student of Temple University, Tuttleman Counseling Services offers you support for your emotional, educational or vocational concerns. Assistance is confidential and free of charge. They provide an atmosphere that is informal and professional, where you can feel safe and comfortable seeking help. Find them at 1700 East Broad Street, 2nd floor, or call them at (215) 204-7276. More information can be found at: https://counseling.temple.edu/
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.
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.Contact the library at any stage of the research process.
Course Schedule
Note: a) Topics are subject to change with prior notification. b) Texts in bold and italics indicate graded activities.
Course Calendar
- Monday August 25: Classes Begin
- Monday September 1: Labor Day
- Monday September 8: Last day to drop or add
- Friday October 17: Wellness Day
- November 24-30: Fall Break
- Monday, December 8: Last Day of Classes. Last day to withdraw
Table 1: Week to Week Schedule
|
Week |
Dates |
Topic |
Preparation before class |
|
|
Week 1
|
Mon Aug 25 |
Course orientation, introduction |
Read: Syllabus |
|
|
Module 1: Globalization and Geography |
|
|||
|
|
Wed Aug 27 |
Globalization, capitalism |
Read: Steger (2020), "What is Globalization", Globalization-short introduction, OUP online |
|
|
|
Fri Aug 29 |
Online Activity |
Discussion Board Introduction (participation): Your global day |
|
|
Week 2
|
Wed Sep 3 |
Debates About Global History |
Read: Fukuyama, Francis. “The End of History.” Barber, Benjamin. “Jihad vs. McWorld.” Pp. 268-273 |
|
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Fri Sep 5 |
|
Discussion Board: Your Global Interests Discussion Assignment 1 |
|
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Module 1 pt. 2: Effects of Colonialism, and the Post-Colonial Condition |
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Week 3 |
Mon Sep 8 |
Africa: a brief introduction to its colonial history
|
View: Adichie (2009), "The danger of a single story"
|
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|
|
Wed Sep 10 |
Africa: Postcolonial development
What is a response paper? |
Read: Selection from Nijman et al.(2017), "The sub-saharan african realm", Geography Realms, regions, and concepts |
|
|
|
Fri Sep 12 |
Africa: Infrastructure Development, Modernity, and Environmental Justice;
|
Listen: Fadhel Kaboub “Colonial Reparations & a Global Green New Deal for the Global South” (first 36 minutes) Listen: Is Africa a Dissimilar System? Oxford Africa Society 2019 Annual Lecture Discussion |
|
|
Week 4 |
Mon Sep 15 |
Africa Synthesis |
Paper Assignment 1: (optional) Draft reading response Paper |
|
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Module 2: Southeast Asia and globalization |
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Wed Sep 17 |
Southeast Asia: Introduction to the Realm
|
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|
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Fri Sep 19 |
|
Paper Assignment 1: reading response Paper Due 9 PM Friday |
|
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Week 5 |
Mon Sep 22 |
Southeast Asia: Political-Economy, Diversity, and “Hyper globalization”
|
Read: Rush (2018) What is Southeast Asia? |
|
|
|
Wed Sep 24 |
Southeast Asia: Singapore model of development
|
Reading: Neal (2019) The Singapore model. OR, Shatkin (2014) Reinterpreting the meaning of Singapore Model |
|
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Fri Sep 26 |
|
Discussion Assignment #2 |
|
|
Week 6 |
Mon Sep 29 |
Southeast Asia: Migration, Religion, and Identity in Rakhine State
|
Reading: Akins (2018) The Two Faces of Democratization in Myanmar OR, Gould and McKay (2020), Introduction to Bad Buddhism |
|
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|
Wed Oct 1 |
Chinese debt-crisis: Synthesis and Interconnections in SE Asia and Africa |
||
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Fri Oct 3 |
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Week 7 |
Mon Oct 6 |
Midterm exam review Planning for Friday |
Read: how to ask better questions? |
|
|
|
Wed Oct 8 |
Midterm Exam Due |
|
|
|
|
Fri Oct 10 |
Field Trip for Paper 2… |
|
|
|
Module 3: Globalization and interconnections |
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Week 8 |
Mon Oct 14 |
Global Philadelphia: Preparing for 'field-trip' based research, PEX |
Listen: Podcast on Italian Market |
|
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|
Wed Oct 16 |
Global Philadelphia: Migration City’s history and Historical Migration |
Paper Assignment 2: Field trip-based paper |
|
|
|
Fri Oct 17 |
Wellness Day |
Last Chance- Paper Assignment 2: Field trip-based paper |
|
|
Week 9 |
Mon Oct 20 |
Global Philadelphia & Africa |
Paper Assignment 2: Final field-trip based paper Submission due Read: Davis, Mike. Planet of Slums. “Urban Involution and the Informal Proletariat.” |
|
|
|
Wed Oct 22 |
Global Philadelphia & Europe: from Workshop of the World to Deindustrialized Present
|
Reading: Sassen, Saskia. Cities in a World Economy. Thousand Oaks, California: Pine Forge Press. 2006. “Global Cities and Global Survival Circuits” |
|
|
|
Fri Oct 24 |
|
Paper Assignment 3: Information Literacy Assignment 1 |
|
|
Week 10 |
Mon Oct 27 |
China and Globalization: Rise of China as a global infrastructure leader
|
View: Khanna(2016), How megacities are changing the map of the world |
||
|
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Wed Oct 29 |
China and Globalization: Fishing in the Bahamas |
|
||
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Fri Oct 31 |
|
View: Empire of Dust
|
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|
Module 4: South Asia and Economic Development |
|
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|
Week 11 |
Mon Nov 3 |
South Asia: Introduction |
Read: National Research Council (2010), "India and China in the global economy", “Human Capital Development”, The Dragon and the Elephant |
|
|
|
|
Wed Nov 5 |
South Asia : Urbanization, What is information literacy? |
Read: Nijman (2006), "Mumbai’s Mysterious Middle Class" |
||
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Fri Nov 7 |
|
Watch: “The True Cost: Who Pays the Real Price for YOUR Clothes” |
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Week 12 |
Mon Nov 10 |
South Asia : Economic Development |
View: Tharoor (2015), "Britain does owe reparations" |
||
|
|
Wed Nov 12 |
South Asia : Identity |
Read: “India’s Identity and Politics” European Council on Foreign Relations (2014) |
||
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Fri Nov 14 |
|
Paper Assignment 4 information Literacy Assignment 2 Draft |
||
|
Week 13 |
Mon Nov 17 |
South Asia Synthesis |
Assignment 4: Final information literacy assignment due |
||
|
|
Wed Nov 19 |
Intersections, Globalization, and Barbie |
Read: https://time.com/5786710/kimberle-crenshaw-intersectionality/ |
||
|
|
Fri Nov 21 |
|
Work on Research and Analysis Essay |
||
|
Week 14 |
|
Fall Break |
|
||
|
Week 15 |
Mon Dec 1 |
Exam Prep |
|
||
|
|
Wed Dec 3 |
Diversity and Interconnections Alternative Visions of Globalization |
Read: “Globalization will look very different after the pandemic” |
||
|
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Fri Dec 5 |
|
Assignment 5: Research and Analysis Essay |
||
|
Week 16 |
|
Study days Dec 8-9 |
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|
|
Final exams: Due December 10 at 12:30 PM |
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||
Grading & Assessment Guidelines
Grading Scale
|
Percentage |
Letter Grade |
|---|---|
|
93-100 |
A |
|
90-92.99 |
A- |
|
87-89.99 |
B+ |
|
83-86 |
B |
|
80-82.99 |
B- |
|
77-79.99 |
C+ |
|
73-76.99 |
C |
|
70-72.99 |
C- |
|
67-69.99 |
D+ |
|
63-66.99 |
D |
|
60-62.99 |
D- |
|
0-59.99 |
F |
Course Minimum Grade
A grade of “C-” or better is required in all GenEd courses for you to satisfy a General Education requirement.*
I will do my best to warn you if you are in danger of not meeting this minimum, but you should reach out to me if you become worried about not achieving the minimum needed grade.
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 and, (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
Table 3 - Final Grade Calculation
|
% of the final grade |
|
|
Midterm exam: |
15 |
|
Final Exam: |
15 |
|
Information Literacy Assignment 1 |
10 |
|
Information Literacy Assignment 2 |
10 |
|
Experiential Learning Assignment |
10 |
|
Response Assignment |
10 |
|
Research and Analysis Essay Assignments |
10 |
|
Discussion board #1 |
5 |
|
Discussion board #2 |
5 |
|
Participation * |
10 |
Assignment Details:
Midterm and Final Exams: Midterm and final exams will be online. They are designed to encourage critical thinking, contextualized learning, and interdisciplinary knowledge. The midterm and final exam will consist of short essays, short questions and multiple choice.
One Reading Response Assignment: Responses encourage critical thinking, contextualized learning, and communication. Response papers should be 2-3 double-spaced pages (one-inch margins, 12-point font). The response paper should cover all of the materials assigned for the unit in which it is due and should include:
- Short introduction
- Brief summary of the materials
- How do they relate to one another?
- What were the most important/interesting points made by the authors/content creators?
- Where do they fail to address, or what other questions do they provoke?
- What do they highlight about the broader topic (conclusion)?
One Field Trip, and an Essay: A field trip and resulting essay will encourage contextualized knowledge. Students will be asked to explore global culture in Philadelphia. They will be asked to connect their experiential learning to the course analysis of global cultural and social processes.
Two Information Literacy Assignments: Information literacy assignments will encourage information literacy, critical thinking, and communication skills. Students will be asked to perform library research, find sources on contemporary global issues or phenomena. They will be asked to synthesize and present the results of their research in written form (there may be an additional oral presentation required).
One Research and Analysis Essay Assignments. The goal of this assignments is to provide students with an opportunity to explore diverse aspects of world regions, cultures, and global processes, while developing their research, critical thinking, and communication skills in the context of interdisciplinary global studies.
Two Discussion Board Assignments: This course includes two discussion board assignments that will require you to engage with course materials in a collaborative and reflective manner. For each assignment, you will be required to watch a video or read a news article related to the course topic and then respond to a set of questions posted on the discussion board. Your responses should be thoughtful and demonstrate your understanding of the material. You will also be expected to engage with your peers by responding to at least two of their posts. Detailed instructions and grading rubrics will be provided for each assignment.
When planning your semester, I recommend adding all due dates to your calendar. For the more extensive assessments, I recommend scheduling at least two separate hour-long work/study sessions per week for the two weeks before the due date. The final project will require more time. You should schedule time for your final paper beginning just after the midterm.
Late Submissions/Missed Exams & Quizzes
Life gets in the way for all of us from time to time. However, deadlines exist in the real world, whether we like them or not. Please notify me that you may miss a deadline or an exam/quiz as soon as possible. All assignments are due on Canvas by 9 PM on the due date. These due dates for assignments are non-negotiable. The assignments are available from the first day of class (with the exception of exams), and so the maximum amount of time for completing them has already been given. Late submissions will automatically incur a loss of points. Each day late will cost 10%, a full letter grade. Late assignments may not be graded. You will receive a zero for any assignment that is turned in substantially late. All assignments will be turned in online, and so will be time- stamped. If you do not have a reliable internet connection or have an irregular schedule, please make sure to plan ahead. For an assignment to be eligible for grading once it is late, you must turn it in within 3 days of the due date. If you do turn in an assignment late and it is eligible for grading, expect for your assignment to be returned later than your peers’.
Class Attendance & Participation
Students are expected to attend lectures and do all of the readings by the assigned date. Students should be ready to participate in discussions and in-class assignments. I will take attendance. Absences will be excused only with a doctor’s note or documentation explaining an absence. You are allotted two unexcused absences over the course of the semester that will not count against your grade. Arriving late will result in being marked absent.
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 Learning Resources 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 do so, 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 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.
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
Excellence in any endeavor requires attention. To that end, we need to be mindful of the unnecessary use of technology in the class. To avoid distracting yourself or others, please only use your laptop, phone, or other device for activities relevant to the course. If you find yourself needing to take a call or participate in a text, please excuse yourself from the classroom and return as soon as you are able.
Class Recording
Individuals are not permitted to record, copy, publish, or redistribute audio or video recordings of any portion of the class session to individuals who are not associated with the university without the express permission of the host/faculty member and of any other meeting participants who are recorded. Distribution without permission could be a violation of various privacy laws, including FERPA, as well as Pennsylvania Wiretapping and Electronic Surveillance Control Act and possibly copyright law.
Attending Zoom meetings using an AI proxy is not allowed.
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 failure of the assignment, and referral to the Dean of Students.
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.
I have had to report a number of students for academic integrity violations over the last few semesters. Please do not extend this list.
Citing your sources: Every time you report a fact or an idea that is not yours, you have to provide your source for reference. Citing your sources prevents you from plagiarizing and adds credibility to your work. Cite your sources and provide a list of works cited for each of your assignments. You are welcome to use MLA, APA, or Chicago Style for your references, but please select one style and use it consistently. Failure to cite borrowed material constitutes plagiarism. Undocumented use of materials from the World Wide Web is plagiarism.
Citation guidelines for MLA, APA, and Chicago Style are available at the following address: http://www.easybib.com/guides/