Course Syllabus
Intellectual Heritage II - The Common Good
General Education Area GZ
IH 0852
Sec. 002 (CRN 18131) – MWF, 2:00 to 2:50 am, RITTER 102
Sec. 003 (CRN 4730) – MWF, 1:00 to 1:50 am, RITTER 102
Sec. 006 (CRN 4733) – MWF, 11:00 to 11:50 am, RITTER 103
Sec. 032 (CRN 4768) – MWF, 10:00 to 10:50 am, RITTER 105
Fall 2025
Instructor: Raymond Halnon
Syllabus PDF
Assignment Descriptions and Scoring Rubric 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
This course fulfills the General Education area of GZ.
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.
Intellectual Heritage courses are defined by the following area competencies:
- The seminar experience: Students will share ideas, ask questions, and actively listen to peers in a free and honest exchange of multiple viewpoints.
- Communication and critical thinking: Students will sharpen analysis and argumentation skills through a variety of expressive modes.
- Ethical reasoning: Students will evaluate the historical, social, and cultural bases of prevailing beliefs.
- Diversity & Universality: Students will investigate fundamental questions of human experience from a variety of perspectives.
- Connecting texts to world: Students will make connections between historical texts about human existence and current moral, social, and political issues.
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 Raymond Halnon
Office: Gladfelter 736
Sociology Department: 215-204-7760
Intellectual Heritage: 215-204-5625
E-mail address: halnon@temple.edu (best way to reach me)
Student Drop-in hours: MWF, 12:00 to 12:45 am and by appointment
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 send me a message through the Canvas inbox or email me at halnon@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
Gladfelter Hall 736 (Sociology Dept.)
Student Drop-In Hours
Seeking out individual assistance from the instructor is a normal part of the learning process. I set aside 12:00 to 12:45 on Mondays, Wednesdays, and Fridays 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 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.
Overview of the Course
Students will read important works of social, political, and scientific thought, with a focus on well-being for societies. We will ask questions like: Where does society come from? How do we balance individual liberty and the public good? What behaviors and practices perpetuate injustice? Can we create a better society? How do power and privilege define our capacity to make change? How do we find truth? Can facts be detached from cultural contexts? Note: This course was formerly titled "Mosaic: Humanities Seminar II"; students who received credit for this title will not receive additional credits.
Learning Goals
Intellectual Heritage courses are intended to teach students how to:
- Develop critical approaches to reading a set of shared texts, while communicating their ideas, asking questions, and actively listening to peers in a free and honest exchange of multiple viewpoints.
- Sharpen analysis and argumentation skills through a variety of expressive modes.
- Evaluate the historical, social, and cultural bases of prevailing beliefs.
- Investigate fundamental questions of human experience from a variety of perspectives.
- Make connections between historical texts about human existence and current moral, social, and political issues.
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
GenEd facilitates linkages by stressing the development of eight competencies which complement a student's major. General Education courses promote:
Critical Thinking
Think critically
Within GenEd, students who think critically recognize an object of investigation, frame questions about it, and interrogate assumptions—explicit or implicit. Critical thinking includes the evaluation of evidence, analysis and synthesis of multiple sources, and reflection on varied perspectives. Critical thinking generates a well-developed investigation that incorporates supporting and countering claims. A student engaged in critical thinking produces an informed account, a hypothesis for further study, or the solution to a problem.
Contextualized Learning
Understand historical and contemporary issues in context
Within GenEd, students who contextualize learning understand and integrate historical, contemporary, and cultural phenomena and their underlying principles in two broad applications. First, contextual learners recognize the interaction of complex forces that give rise to specific phenomena. Second, contextual learners understand and analyze related events, artifacts, practices and concepts across geographic, chronological and cultural boundaries.
Interdisciplinary Thinking
Understand and apply knowledge in and across disciplines
Within GenEd, students who use interdisciplinary thinking recognize the world presents problems, topics, or issues too complex to be satisfactorily addressed though a single lens. Thus, interdisciplinary thinkers apply multiple perspectives, paradigms, and frameworks to problems, topics, or issues.
Communication Skills
Communicate effectively orally and in writing
Within GenEd, students who communicate effectively use spoken and written language to construct a message that demonstrates the communicator has established clear goals and has considered their audience. Effective messages are organized and presented in a style appropriate to the context.
Scientific & Quantitative Reasoning
Identify and solve problems using scientific and quantitative reasoning
Within GenEd, students who exercise quantitative and scientific reasoning use and apply these reasoning processes to explain phenomena in the context of everyday life. Quantitative reasoning includes statistical and/or logical problem-solving, the relationships between quantities, and the use and misuse of quantitative data. Scientific reasoning introduces students to the evolution and interdependence of science and technology and includes problem identification, hypothesis evaluation, experimentation, interpretation of results and the use and misuse of scientific data.
Civic Engagement
Function as an engaged citizen in a diverse and globalized world
Within GenEd, students open to civic engagement view themselves as connected to local and global communities where they participate in activities that address issues of public concern. Critically engaged students define issues, pose, probe, and solve problems with an awareness of and an inclusion of diverse values and interests.
Information Literacy
Identify, access and evaluate sources of information
Within GenEd, information literacy encompasses a broad spectrum of abilities, including the ability to recognize and articulate information needs; to locate, critically evaluate, and organize information for a specific purpose; and to recognize and reflect on the ethical use of information.
Lifelong Learning
Promote a lasting curiosity
GenEd cultivates these skills and abilities throughout the required undergraduate curriculum, and students will experience these ways of being through readings, discussions, activities, and classes throughout GenEd.
The Learning Environment
How Class Will Be Conducted
Most class sessions will include a brief lecture followed by class discussion of the issues at hand. You are expected to complete the assigned reading for the day before coming to class in order to ensure that we can all engage in an informed dialogue. I will generally be available for a few minutes after class to discuss individual issues, but, as a courtesy to the next class to use our space, we may defer lengthy and/or serious matters to an appointment in my office.
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. Therefore, all opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.
Treat your classmates and instructor with respect in all communication, class activities, and meetings. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Please consider that sarcasm, humor, and slang can be misconstrued in online interactions and generate unintended disruptions. Profanity should be avoided as should the use of all capital letters when composing responses in discussion threads, which can be construed as “shouting” online. Remember to be careful with your own and others' privacy. In general, have your behavior mirror how you would like to be treated by others.
For more information, please visit the IDEAL website.
Materials
Required course materials are available from the Follett Bookstore at Temple University. Please note that the Follett bookstore offers a guaranteed price match for course materials.
For this course, the cost range, including all books, online access fees, expenses, and other materials, is approximately $60.
Required Materials
- The Analects. Penguin Books, 2014. ISBN 978-0-14-310685-2.
- De Pizan, Christine. The Book of the City of Ladies. Penguin Books, 1999. ISBN 978-0-140-44689-0.
- Wall Kimmerer, Robin. Braiding Sweetgrass. Milkweed Editions, 2013. ISBN 978-1-57131-356-0.
- Fanon, Frantz. The Wretched of the Earth. Grove Press, 1963. ISBN 978-0-8021-5863-5.
- Sagan, Carl. The Demon-Haunted World: Science as a Candle in the Dark. Ballantine Books, 1997. ISBN 0-345-40946-9
- Marx, Karl. Capital: A New Abridgement. David McLellan. Oxford World Classics, 1999. ISBN 978-0-19-953570-5.
- On Justice, Power, and Human Nature. Trans. Paul Woodruff. Hackett, 1993. ISBN 978-0-87220-168.
I may ask us to read a few additional very short works or to watch a short video. If this happens they will be provided to you at no 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.
Accessibility
It is important to me that every student has the opportunity to succeed in this course. Please let me know 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: [add/delete as appropriate]
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.
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
WEEK/MODULE 1 – August 25 to August 31
Reading
Aug. 25 – course introduction
Aug. 27 – Sagan, Chapters 1-3
Aug. 29 – Sagan, Chapters 4-6
Assignments – available for full credit from August 25 at 8:00 am until August 31 at 11:59 pm (late submissions with a 1 point per day penalty until September 7)
- Module 1 Reading Journal
- Module 1 Discussion Assignment
WEEK/MODULE 2 – September 1 to September 7
Reading
Sep. 1 – Labor Day (no classes held) Sagan, Chapters 7-9
Sep. 3 – Sagan, Chapters 10-12
Sep. 5 – Sagan, Chapters 13-15
Assignments - available for full credit from September 1 at 8:00 am until September 7 at 11:59 pm (late submissions with a 1 point per day penalty until September 14)
- Module 2 Reading Journal
- Module 2 Discussion Assignment
WEEK/MODULE 3 – September 8 to September 14
(Last day to drop or add a full term 16-week course is Sep. 8)
Reading
Sep. 8 – Sagan, Chapters 16-21
Sep. 10 – Sagan, Chapters 22-25
Sep. 12 – Kimmerer, Skywoman Falling, (3-10); The Gift of Strawberries, (22-32); Asters and Goldenrod, (39-47)
Assignments - available for full credit from September 8 at 8:00 am until September 14 at 11:59 pm (late submissions with a 1 point per day penalty until September 21)
- Module 3 Reading Journal
- Module 3 Discussion Assignment
WEEK/MODULE 4 – September 15 to September 21
Reading
Sep. 15 – Kimmerer, A Mother’s Work through Allegiance to Gratitude, (82-117)
Sep. 17 – Kimmerer, Maple Nation: A Citizenship Guide and The Honorable Harvest, (167-201)
Sep. 19 – Kimmerer, In the Footsteps of NanaBozho: Becoming Indigenous to Place and The Sound of Siverbells, (205-222)
Assignments - available for full credit from September 15 at 8:00 am until September 21 at 11:59 pm (late submissions with a 1 point per day penalty until September 28)
- Module 4 Reading Journal
- Module 4 Discussion Assignment
WEEK/MODULE 5 – September 22 to September 28
Reading
Sep. 22 – Kimmerer, Sitting in a Circle, (223-240); and Witness to the Rain, (293-300)
Sep. 24 – Kimmerer, Windigo Footprints and The Sacred and the Superfund, (303-340)
Sep. 26 – Kimmerer, Collateral Damage through Epilogue: Returning the Gift, (348-384)
Assignments - available for full credit from September 22 at 8:00 am until September 28 at 11:59 pm (late submissions with a 1 point per day penalty until October 5)
- Module 5 Reading Journal
- Module 5 Discussion Assignment
WEEK/MODULE 6 – September 29 to October 5
Reading
Sep. 29 – De Pizan, Introduction by Rosalind Brown-Grant (xvi-xxxv), Secs. 032 and 006 Rosenbach Museum virtual tour
Oct. 1 – De Pizan, Part I, Sections 1-17, (5-39), Secs. 003 and 002 Rosenbach Museum virtual tour
Oct. 3 – De Pizan, Part I, Sections 27-48, (57-87)
Assignments - available for full credit from September 29 at 8:00 am until October 5 at 11:59 pm (late submissions with a 1 point per day penalty until October 12)
- Module 6 Reading Journal
- Module 6 Discussion Assignment
WEEK/MODULE 7 – October 6 to October 12
Reading
Oct. 6 – De Pizan, Part II, Sections 1-21, (91-120)
Oct. 8 – De Pizan, Part II, Sections 53-69, (169-197)
Oct. 10 – De Pizan, Part III, Sections 1-19, (201-240)
Assignments - available for full credit from October 6 at 8:00 am until October 12 at 11:59 pm (late submissions with a 1 point per day penalty until October 19)
- Module 7 Reading Journal
- Module 7 Discussion Assignment
WEEK/MODULE 8 – October 13 to October 19
Reading
Oct. 13 – Thucydides, Introduction by Paul Woodruff and Chapter 1
Oct. 15 – Thucydides, Chapters 2 and 3
Oct. 17 –Fall Wellness Day, no classes held
Assignments - available for full credit from October 13 at 8:00 am until October 19 at 11:59 pm (late submissions with a 1 point per day penalty until October 26)
- Module 8 Reading Journal entry
- Module 8 Discussion Assignment
WEEK/MODULE 9 – October 20 to October 26
Reading
Oct. 20 – Thucydides, Chapters 4 and 5
Oct. 22 – Thucydides, Chapters 6 and 7
Oct. 24 – Thucydides, Chapter 8
Assignments - available for full credit from October 20 at 8:00 am until October 26 at 11:59 pm (late submissions with a 1 point per day penalty until November 2)
- Module 9 Reading Journal entry
- Module 9 Discussion Assignment
WEEK/MODULE 10 – October 27 to November 2
Reading
Oct. 27 – Marx, Chapter 10-The Working Day, (148-166)
Oct. 29 – Marx, Chapter 10-The Working Day, (166-182)
Oct. 31 – Marx, Chapter 15-Machinery and Modern Industry, (229-268)
Assignments - available for full credit from October 27 at 8:00 am until November 2 at 11:59 pm (late submissions with a 1 point per day penalty until November 9)
- Module 10 Reading Journal entry
- Module 10 Discussion Assignment
WEEK/MODULE 11 – November 3 to November 9
Reading
Nov. 3 – Marx, Chapter 15-Machinery and Modern Industry, (269-298)
Nov. 5 – Marx, Chapter 25-The General Law of Capitalist Accumulation, (337-350)
Nov. 7 – Marx, Chapter 25-The General Law of Capitalist Accumulation, (350-362)
Assignments - available for full credit from November 3 at 8:00 am until November 9 at 11:59 pm (late submissions with a 1 point per day penalty until November 16)
- Module 11 Reading Journal
- Module 11 Discussion Assignment
WEEK/MODULE 12 – November 10 to November 16
Reading
Nov. 10 – Fanon, Foreword by Homi K. Bhabha, (vii-xlvii), Secs. 032 and 006 at WRTI
Nov. 12 – Fanon, On Violence, (1-26), Secs. 003 and 002 at WRTI
Nov. 14 – Fanon, On Violence, (26-62)
Assignments - available for full credit from November 10 at 8:00 am until November 16 at 11:59 pm (late submissions with a 1 point per day penalty until November 23)
- Module 12 Reading Journal
- Module 12 Discussion Assignment
WEEK/MODULE 13 – November 17 to November 23
Reading
Nov. 17 – Fanon, On National Culture, (145-180)
Nov. 19 – Confucius, Preface and Introduction by Annping Chin (vii-xxvi)
Nov. 21 – Confucius, Books 1 and 2, (1-24)
Assignments - available for full credit from November 17 at 8:00 am until November 23 at 11:59 pm (late submissions with a 1 point per day penalty until November 30)
- Module 13 Reading Journal
- Module 13 Discussion Assignment
WEEK/MODULE 14 – November 24 to November 30 - Fall Break and Thanksgiving holiday
No classes held
No readings or assignments
WEEK/MODULE 15 – December 1 to December 7
Reading
Dec. 1 – Confucius, Books 10 and 11, (146-177), last day to withdraw from a full term 16-week course
Dec. 3 – Confucius, Books 13 and 14, (196-246)
Dec. 5 – Confucius, Books 18-20, (297-327)
Assignments - available for full credit from December 1 at 8:00 am until December 7 at 11:59 pm (late submissions with a 1 point per day penalty until December 8)
- Module 15 Reading Journal entry
- Module 15 Discussion Assignment
End of semester – December 8 to December 17
Dec. 8 – last day of classes
Dec. 9– study day
Dec. 10 to Dec. 12 – days 1 to 3 of Final Exams
Dec. 15 to Dec. 16 – days 4 and 5 of Final Exams
No readings or assignments this week.
No Final Exam in this course.
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 |
*Please note that there is no extra credit. You should do very well in this course if you do the readings, come to class and take notes, and put solid effort into the Reading Journal and Discussion assignments.
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 contact 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. (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
The course final grade has three components:
1) Attendance and class participation, 10% of the final grade
2) Weekly Reading Journal entries, 45% of the final grade
3) Weekly Discussion Assignments, 45% of the final grade
Please see the Microsoft Word version of our syllabus for detailed explanations of the above. You will find it in the Course Material folder on our Files page. You can also just click the link near the top of this page.
Late Submissions
Reading Journal entries and Discussion assignments are due on the indicated dates. Late entries will be penalized one (1) point for each day late. Reading Journal and Discussion entries will not be accepted more than one week late. Exceptions will be made only for documented medical reasons and family emergencies.
Class Attendance & Participation
Attendance will be taken at each class meeting. Class attendance and participation are very important to learning and constitute 10% of the final grade. Please arrive on time. Arriving to class late or leaving class early is one-half an absence. Students are expected to have completed the assigned readings and to be ready to discuss the readings in class. Class discussions are important components of this course. If your final score is on the border between grades, outstanding class participation can help to bump you to the higher grade.
The use of electronic devices in the classroom is not permitted in this class. Excluded devices include laptops, tablets, phones, ear buds, headphones, or any other similar device. Please store these devices and remove earbuds and headphones from your heads. Our full attention should be paid to our class, and this attention should be clearly demonstrated. I request your kind cooperation. Exceptions will be made with accommodation from Disability Resources and Services (DRS).
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
The use of electronic devices in the classroom is not permitted in this class. Excluded devices include laptops, tablets, phones, ear buds, headphones, or any other similar device. Please store these devices and remove earbuds and headphones from your heads. Our full attention should be paid to our class, and this attention should be clearly demonstrated. I request your kind cooperation. Exceptions will be made with accommodation from Disability Resources and Services (DRS).
Class Recording
Recordings of any part of this course are not permitted except in cases of an approved accommodation from the Office of Disability Resources (DRS). Any recordings permitted in this class can only be used for the student’s personal educational use. Students are not permitted to copy, publish, or redistribute audio or video recordings of any portion of the class session to individuals who are not students in the course or academic program without the express permission of the faculty member and of any students who are recorded. Distribution without permission may be a violation of educational privacy law, known as FERPA as well as certain copyright laws. Any recordings made by the instructor or university of this course are the property of Temple University.
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, DALL-E, 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.
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.