Course Syllabus

 

Honors Intellectual Heritage I: The Good Life

GenEd Area: IH (GY)

  

Basic Course Information

General Education*

This course fulfills the General Education area of Intellectual Heritage I.

Welcome Message

IH I: The Good Life is one of my favorite courses of all time to teach! Together we will read important works of world literature, philosophy, and religion, from ancient epics to graphic novels, with a focus on individual well-being. We will ask questions like: What do we value, and why? What makes for happiness? What's right and wrong? How is what's good for me defined by my relation to others? What is the purpose of life? And, you will build your reading stamina, hone your communication skills, learn how to have profound dialogues with those around you, and dig deep into yourself, setting yourself up for "the Good Life" now and beyond.

Meeting Time and Location*

  • Tuesdays/Thursdays
  • 12:30 - 1:50
  • Tuttleman 209

Modality

  • In-person  
  • Three virtual weeks tentatively: 10/23 – 11/6 

Emergency Meetings

In the event that we are unable to meet in person on a scheduled meeting day, 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.

 

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Instructor Information

My Name: Dr. Patricia Moore-Martinez (Learn how to pronounce it.)

Please refer to me as Professor MM. My pronouns are she/her.

Mini-Bio and Welcome Message

My Contact Information

The best way to reach me is to send me a message through the Canvas inbox or email me at pmoore04@temple.edu. I will generally respond within 24 hours, Monday through Friday. Please do not send a follow-up email before 24 hours have passed.

My Office and Drop-In Hours

Conwell 500  or ZOOM: https://temple.zoom.us/my/pmoore04 

Tuesday, 3:15 - 4:15 or by appt.

There are many ways to reach me and I encourage you to stop by at least once during my Drop-In Hours.  Making time to chat outside of class, about the course, assessments, university life, or even Philly allows us to go deeper into topics and creates a more meaningful experience.  And...it becomes easier to check in if something happens. 

** Send a quick email if you plan to log on via ZOOM so I can make sure to have the window open **

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Purpose of the Course

Purpose of the Course

The Intellectual Heritage (IH) curriculum introduces students to intellectually and artistically influential works, both ancient and modern, from cultures around the world. In small seminars, students read and discuss books that have shaped the ways people think and act, working together to interpret their historical significance, their relation to one another, and their relevance today. IH asks students to discover and debate timeless questions of human experience, to face different values and viewpoints fairly, and to examine the present in relation to the past. The attitudes cultivated in IH — thoroughness, open-mindedness, intellectual courage, and vision — prepare today's students, tomorrow's citizens, for lasting learning and engaged lives.

Overview of the Course

Together we will read important works of world literature, philosophy, and religion, from ancient epics to graphic novels, with a focus on individual well-being. We will ask questions like: What do we value, and why? What makes for happiness? What's right and wrong? How is what's good for me defined by my relation to others? What is the purpose of life?

3 Credit Hours

Learning Goals & Accompanying Assessments & Activities

By the end of this course, students will have done the following to meet the course goals:

  • The Seminar Experience: Share ideas, ask questions, and actively listen to (dialogue with) peers in a free and honest exchange of multiple viewpoints.
    • Class Discussions/Padlet/VoiceThread/Discussion Boards
    • Perusall: Social annotation software
    • Student-led discussions
  • Diversity and Universality: Investigate fundamental questions of human experience from a variety of perspectives.
    • Perusall
    • Canvas Assignments
    • Student-led discussions
    • Final Project
    • Final Reflection
  • Ethical reasoning: Evaluate the historical, social, and cultural bases of prevailing beliefs.
    • Perusall
    • Class Discussions
    • Canvas assignments
    • Reflections
  • Connecting texts to world: Make connections between historical texts about human existence and current moral, social, and political issues.
    • Class Discussions/Discussion Board/Padlet
    • Perusall
    • Student-led discussions
    • Final Reflection
    • Final Project
  • Communication and critical thinking: Sharpen analysis and argumentation skills through a variety of expressive modes.
    • Perusall
    • Student-led discussions
    • Canvas assignments
    • Final Project

 

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The Learning Environment

How Class Will Be Conducted

This is a seminar course, small, interactive, dynamic.  As a class, we will read, discuss, interrogate, listen, write, reflect.  Some days I will give brief PowerPoint overviews; some days you will write; most days you will discuss the works. The discussions will be led by me, by individual students, and by the class.

As your professor, I will share information, make clarifications, give you guided feedback, and prepare activities and assignments to guide you to wrestle with the questions that underlie our humanity.  And, if all goes well, laugh with you from time to time.  To make the most of this class, be present! Physically and mentally. Every question asked, every answer offered, every suggestion proffered helps each of us expand our knowledge base. Not everyone will be “on” every day, but if you do the reading, we can be all be present, whether through our written words, our chosen images, and our authenticity.   I want you to succeed and to make the most of your time in this course.  Communication is critical.  If you are struggling, an unexpected event occurs, or we need to tweak some aspect of the course, reach out.  What may seem like an insurmountable obstacle is most likely a problem for us to solve together.

Classroom Civility

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. 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 the IDEAL website.

Materials

Required Materials

  • Most course readings are available to all students electronically at no cost via the course Canvas site and Temple University Libraries (https://library.temple.edu/). Read below for no cost options for the one text not easily available via Temple Library.
  • The movie Princess Mononoke is available with various streaming services to which you may have a subscription or for $3.99 on Fandango, Google Play, and Apple TV. 
    • The Epic of Gilgamesh. Edited by Andrew George. Penguin Classics. . ISBN: 978-0-140-44919-8.
    • Wang, Esmé. The Collected Schizophrenias: Essays. Greywolf Press, ISBN: 978-1-55597-827- 3.
    • The Tao Te Ching: A New English Version. Lao Tzu. Translated by Stephen Mitchell. Perennial Classics, ISBN: 978-0061142666.
    • Butler, Parable of the Sower: A Graphic Novel Adaptation. Adaptation. Damian Duffy. Harry N. Abrams, 2020. ISBN: 978-1419731334
    • The Trials of Socrates: Six Classic Texts. Trans. C.D.C. Reeve. Ed. Peter Meinick. Hackett, 2002. ISBN: 978-0872205895
    • Bible, Selections
      • https://www.biblegateway.com/versions/New-Revised-Standard-Version-NRSV-Bible.
    • Miyazaki, Hayao. Princess Mononoke (film)
      • One copy will be available as a DVD in the library which you will be able to reserve to watch.
    • Ishiguro, Kazuo. Never Let Me Go. Vintage, 2006. ISBN: ‎ 978-1400078776.
      • The book, not the movie!
      • The library has one e-book available, but it can only be used by one student at a time. Borrowing will be limited to three days.
      • Library Link: https://librarysearch.temple.edu/catalog/991039118883103811
      • The book will be made available in Perusall.
      • Consider using PALCI or Interlibrary Loan
      • The Free Library of Philadelphia has 28 ebooks and 18 audiobooks available. You need a library card and to request the book early.  This book often has a wait list.
      • Used books are available for $5.50 - $10 including shipping through
      • Additional readings posted as pdfs in Canvas and Choice Texts.

Software or Other Supplies

If you need access to basic software for creating documents, slideshows, or spreadsheets, you have free access to Microsoft 365.

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.

Student Success Center

University Libraries

Undergraduate Research Support

Career Center

Tuttleman Counseling Services

Disability Resources and Services

Wellness Resource Center

Student Health 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.

 

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Course Schedule

 

 

 

  Week

Class Material

Reading

Assignments & Assessments

1

August 26

August 28

o   Why the Big Questions

o   Collaborate on Discussion Rubric

o   Collaborate on AI policy

 

Course Syllabus

 

8.28 Discussion Board: Class Introductions

8. 28 Read syllabus and Canvas post

2

September 2

September 4

o   Lecture – Intro to Gilgamesh

 

Gilgamesh

Tablets I - VII

9.2 Perusall Annotations #1

9.4 Choose to lead class discussion

3

September 9

September 11

o   Lecture – Guided Reading for Gilgamesh

Gilgamesh

Tablets VIII - XI

9.9 Perusall Annotations #2

 

9.11 Student-led Discussion

 

9.12 Written Assignment 1

4

September 16

September 18

Lecture – Intro to Bible

The Bible, selections

9. 16 Padlet post

9.18 Canvas Reading Assignment

Student-led discussion

 

5

 

September 23

September 25

Lecture – Intro to Plato

 

 

 

Trials of Socrates: Euthyphro, The Apology, The Crito

9.23 Perusall Annotations #3

Student-led discussion

9.25 Canvas Reading Assignment

Student-led discussion

6

 

September 30

October 2

Lecture – Intro to Tao Te Ching

 

 

Tao Te Ching

9.30 Canvas Reading Assignment

10.2 Perusall Annotations #4

Student-led discussion

7

 

October 7

October 9

 Rosenbach (10.7

Mini- Lecture – Connecting Texts to “Weltenschauung”

 

John Locke

10.7 Perusall Annotations #5

Student-led discussion

10.10 Midterm Reflection/Concept Map

8

 

October 14

Campus WRTI

October 16

Studio WRTI

Lecture – Butler

Parable of the Sower

10.14 Canvas Reading Assignment

Student-led discussion

10.16 Canvas Reading Assignment

Student-led discussion

9

October 21 (face-to-face)

October 23

(virtual)

Lecture – Parable of the Sower in 2025

Parable of the Sower

10.21 Canvas Reading Assignment (finish text)

Student-led discussion

9.23 Padlet Post and Response

10

October 28

(virtual)

October 30

(virtual)

Intro to Wang

Selections from The Collected Schizophrenias

10.28 Perusall Annotations #6

10.30 Perusall Annotations #7

Student-led Discussion

11

November 4

(virtual)

November 6

(virtual)

Intro to Ishiguro

Never Let Me Go

11.4 Padlet Perusall Annotations #8

11.6 Brainstorm for Written Assignment

Student-led Discussion

12

November 11

November 13

 

Never Let Me Go

11.11 Canvas Reading Assignment

11.13 Project Part 1

Student-led Discussion

13

November 18

November 20

Intro to Studio Ghibli & Role of Diverse Media

Princess Mononoke

11.18 Padlet

11.20 Project Part 2

14

 

THANKSGIVING

 

 

15

December 2

December 4

Course Debrief & Roundtable Project Presentations

   

12.2 Course Debrief

12.4 Final Project & Roundtable Presentations

Exams

December 12th  

 

 

12.2 Final Reflection

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Grading & Assessment Guidelines

Grading Scale

Table 2 - Grade Percentage Breakdown

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.

Your grade will be based on the following major assignment groups. Due dates and times are indicated in Canvas, but the course will generally follow the structure below.  I strive to have all work that was submitted by the due date graded within 7 days.

Please note that the bulk of your reading is due by Tuesday each week.  We will use Tuesday and Thursday for discussion. Student-led discussions will often, but not always be Thursday.

Seminar Experience: Engaging with Others

20%

·       Discussions – in-class, in groups small and large

·       Discussion Board

·       Padlet

 

Engaging with the Texts: Annotations & Critical Reading

25%

·       Perusall

·       Canvas reading assignments

 

Critical Thinking via Communication

30%

·       Written Assignments 5%

·       Student-led Discussion 5%

·       Final Project (all segments) 20%

 

Synthesizing the Experience: Reflections

15%

·       Mid-semester reflection (7.5%)

·       Final Reflection (7.5%)

 

This course requires your active attendance and participation throughout the semester.  Every student can make a choice about the grade they receive as all assignments can be rewritten once within a week of receiving their grade.

Attendance: To attend is to be present, but it also means “to give attention to what someone is saying”.  As a face-to-face seminar course, physical presence is required to give that attention to your classmates and the texts.  Thus, the class depends on everyone’s presence almost every day.  Life is also sometimes unpredictable and capricious, and thus every student has two “you don’t need to tell me where you were or why you weren’t in class” days.   These days are for colds, need to study for another exam, friend is visiting, there is a family reunion, etc.  You are responsible for the readings for those days and for checking in with a classmate about the discussion, but your grade will not be impacted.  More than two days of “no presence” will impact your Seminar Experience grade.

Seminar Experience (20%) Discussions/Discussion Board/VoiceThreads/Padlet

  • You can expect to be in discussion every day of class, whether face-to-face or virtual.

The seminar experience and learning how to ask and answer questions, listen and respond to peers, and to dig deeper into meaning is an integral part of this course, and of life. Recognizing that our personalities, experiences, propensities, fears, and confidences impact how we interact with one another, part of this grade is honing what you do well, identifying, examining, and developing what you don’t, and reflecting on both.  Thus, this outcome will be evaluated (and graded) in multiple ways by you and me.

  • Discussions: These will take place in large and small groups. In the first two weeks of the semester, we will collaboratively construct a rubric that captures “attendance”, effort, growth, preparation, and community. During the semester, both you and I will intermittently complete the rubric regarding a grade and if there is a big disparity, we will chat.  You can expect at least three distinct grades during the semester.
  • Discussion Board/VoiceThreads/Padlet: These are tools that we may use to kick off, continue, or close discussions online. Specific guidelines will be posted in Canvas which indicate what I am looking for in a post.  There will be three possible grades.  Full credit, Half credit, No credit.  Full credit is for a post that is reflective, authentic and demonstrates engagement with the text and your peers.  Half credit is earned when something is a bit off.  No credit is awarded when 1) nothing is posted 2) the posts do not engage with the text, your classmates, and your impressions.  If your posts receive half or no credit, let’s talk!  If you make an appointment, they can be rewritten!  Learning how to dialogue online and to generate ideas and questions is a critical skill and one that can be learned.

              

Engaging with the Texts (25%)  Annotations & Critical Reading

  • You can expect at least one Engaging with the Text assignment a week. They will all be weighted evenly so there will be 14 or more assignments that comprise this grade.

Annotations: We will employ the social annotation software Perusall to help us engage more deeply with the course readings and exchange our ideas about them. Our texts are so replete with ideas that this medium will allow us to query and probe as we read.  For these assignments, you will be responsible for making comments on a PDF of the week’s reading in response to set of prompts that I provide.

Canvas Reading Assignments:  The readings form an integral part of this course, and we will examine them collectively, but also individually.  Sometimes, I will ask for short writings on a reading in class or on Canvas.  You may be choosing sections that are meaningful or highlighting areas you want to cover in class.  There may be “open-book” quizzes.  Any written work will be due by 9 am the day of class as it allows me time to incorporate your questions and thoughts.  And, even without written work, please complete the readings on time as lectures and discussions will draw on them.  The overall reading load varies from light to moderate with a few longer selections due on Tuesdays so that you can concentrate on the important themes. That said, some weeks require many readings; other weeks require very little. You may find it helpful to look ahead in the syllabus and begin reading for upcoming weeks ahead of time when you know you will be busy. 

  • AI tip. Ask AI for your reading speed by reading a few pages of a text and measuring the time it takes.  This will help you schedule the appropriate amount of time for a text.   Complementary goals in this course are to increase both STAMINA and PLEASURE in reading.

 

Critical Thinking Via Communication (25%) Written Assignments, Student-led Discussion, Project

Written Assignments: (5%) These assignments are designed to have you use writing as the medium to reflect on what you are reading and pondering and to help you clarify your thoughts.  The assignments will vary from 150 – 750 words.

  These assignments may ask you to:

  • Provide a critical interpretation of the texts, their broader themes/ideas, and our discussion of them on VT/DB/Perusall;
  • Make connections between the ideas in the texts and your own life (and/or contemporary society) and examine how these ideas are prevalent, challenged or modified in the current day;
  • Construct an argument that demonstrates thoughtful engagement with text and course themes, substantive comments and questions, and active use of citations; and/or
  • Approach a text using a creative framework that invites you to demonstrate your interpretation of a theme, idea, concept in your unique style.

Student-led Discussion (5%) Once during the semester you will be responsible for guiding, moderating, and curating 20 minutes of the class discussion.  On that day, you will prepare discussion questions and themes for the day.  You may choose to bring outside sources into the discussion, summarizing key points, although this is not required. Alternatively, you may choose to lead the discussion more creatively by using images, short videos, archival footage, or comparative passages to generate ideas. Students have different discussion styles so fear not straying from the norm. You are more than welcome to partner with another student and lead for 40 minutes.  Sign up by 9/04  for your discussion day date here.

Final Project (20%) The final project weaves together the course learning outcomes, empirical knowledge that you have gained (who wrote what when and what did they say) with your continued journey to define the “good life” for yourself and the opportunity to connect the texts to the world outside our classroom.  There are 4 different options to choose from, and students may elect to work individually or in groups of two. Regardless of the project chosen, there will be 3 segments to submit loosely divided into Planning and Research, Content Development, and Final Project & Roundtable Presentation.  The project options will be posted in Canvas with the accompanying rubric.  The project will take place over 3 weeks.  The roundtable presentation is part of the completed project and will be incorporated into the rubric.  On the last day of class, students will be divided into smaller groups to share their projects and to dialogue about the making of the project.  Class time will be devoted to how to frame and present an informal, yet cohesive overview of your work for an audience.

Synthesizing the Experience: Reflections (15%)

Reflections:  These assignments are designed to guide you in articulating your insights, solidifying your personal course takeaways, and reflecting on your agency as a student in the course. 

  • Mid-semester reflection (10%) – 750 - 1250 words
  • Final Reflection (5%) - 500 - 100 words

Course Policies

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 and we can work towards a solution.

  • Missed Deadlines on Assignments: Assignments are due as scheduled. For assignments turned in up to a week late, a 50% grade reduction will be applied. No late assignments will be accepted after that time.
  • Syllabus: The course schedule is subject to change.  No assignments will be made earlier than the indicated date.
  • Extensions: Communicate with me BEFORE the due date has passed.
  • Netiquette: It is expected that discourse will be respectful. This does not mean that you cannot present opposing viewpoints. In fact, you are encouraged to challenge one other’s ideas and promote stimulating discussions. However, unprofessional and inappropriate comments as in the regular classroom, are to be avoided online. Any posting that does not appear to adhere to professional standards will be removed. In such a case, it will be the responsibility of the student to provide a replacement posting to meet course requirements.

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). 

 

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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

 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.

 

 

 

Privacy and Data Protection

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

 

AI Policies 

In class we will determine what the course policy will be on AI.  We will base this policy on 1) short and long-term personal goals 2) course goals 3) collective preference.

Some of the uses we will allow or veto are:

  • Brainstorming and refining your ideas;
  • Finding information on your topic;
  • Summarizing texts;
  • Responding to classmates’ posts;
  • Checking grammar and style.
  • Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat.
  • Completing group work that your group has assigned to you
  • Writing a draft of a writing assignment.
  • Writing entire sentences, paragraphs or papers to complete class assignments.
  • Creating images for presentations;
  • My grading of your work;
  • Formatting a presentation or paper;
  • ?

 

Regardless of our final policy, these policies are inviolable if the class elects to allow its use:

  • You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content).
  • Your use of AI tools must be properly documented and cited in order to stay within university policies on academic honesty.

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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

Academic Dishonesty makes me crazy.  It is an affront to the sense of honor that is the backbone of higher education, a slap in the face to classmates, and a worrisome demonstration of character.

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.  The prohibition against plagiarism and cheating is intended to foster this independence and respect. The penalty for academic dishonesty will vary from receiving a failing grade for a particular assignment or a failing grade in this course.  https://bulletin.temple.edu/undergraduate/about-   temple-university/student- responsibilities/#academichonesty

 

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