Course Syllabus
EDUC 0815 Language in Society
Human Behavior (HB)
EDUC 0815, Section 701, CRN 20518
Fall, 2025
Instructor: Di Liu, Ed.D.
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
This course fulfills the Human Behavior (GB) requirement for students under GenEd and the Individual & Society (IN) requirement for students under Core.
Welcome Message
Welcome to EDUC 0815! We’ll be spending the semester together in an exploration of the intricacies of language, human communication, and related social-cultural phenomena. Along the way, you’ll also get an opportunity to learn new language analytical skills, critical thinking skills, and even mini-research skills.
Meeting Time and Location
Online asynchronous.
Instructional methods include readings, video-based lectures, quizzes, individual activities, discussion boards, exams, etc.
Emergency Meetings
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.
Please note that online classes are generally not affected by campus closures.
Instructor Information
My Name:
Di Liu /di: lyou/
Please refer to me as Di. My pronouns are he/him/his.
Instructor Biography
I am an Associate Professor of Instruction at College of Education & Human Development. I am also a PhD student in Computer & Information Science at College of Science & Technology. My work began with Phonetics and Phonology (a branch of linguistics) and extended into both Applied Linguistics and Computational Linguistics. Currently, my research focuses on AI in Education.
I look forward to working with you all!
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 send me a message through the Canvas inbox or email me at diliu@temple.edu. I will generally respond within 24 hours, Monday through Friday.
My Office
Ritter Hall, 244
Student Drop-In Hours
Seeking out individual assistance from the instructor is a normal part of the learning process. I set aside 1:00 to 4:00 PM on Mondays 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
GenEd Human Behavior courses address the relationships between individuals and communities. Courses may focus on the relationship between individuals and communities in general or may engage those relationships from specific perspectives (such as art, music, education, religion, economics, politics or education), or look at them within specific themes (such as food & eating, crime, crisis, sexuality, or adolescence).
Human Behavior courses are intended to teach students how to:
- Understand relationships between individuals and communities;
- Understand theories or explanations of human behavior used to describe social phenomena;
- Examine the development of individuals' beliefs, behaviors, and assumptions and how these affect individuals and communities;
- Apply one disciplinary method to understand human behavior or explain social phenomena;
- Access and analyze materials related to individuals, communities or social phenomena; and
- Compare and contrast similar social phenomena across individuals or communities.
Overview of the Course
How did language come about? How many languages are there in the world? How do people co-exist in countries where there are two or more languages? How do babies develop language? Should all immigrants take a language test when applying for citizenship? Should English become an official language of the United States? In this course we will address these and many other questions, taking linguistic facts as a point of departure and considering their implications for our society. Through discussions and hands-on projects, students will learn how to collect, analyze, and interpret language data and how to make informed decisions about language and education policies as voters and community members. NOTE: This course fulfills the Human Behavior (GB) requirement for students under GenEd and the Individual & Society (IN) requirement for students under Core. Students cannot receive credit for this course if they have successfully completed any of the following: ANTH 0815/0915, Asian Studies 0815, Chinese 0815, CSCD 0815, EDUC 0915, English 0815, Italian 0815, PSY 0815, Russian 0815, or Spanish 0815.
3 Credit Hours
Learning Goals
Upon successful completion of this General Education course, you will be able to…
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1. Goal #1: Expand the student’s knowledge and understanding of language origins, language structure, and language use. Program Competencies : I, II Area Goals: A, B, C, F
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2. Goal #2: Develop their understanding and appreciation of language diversity and language variation, from local to global levels. Program Competencies : I, II Area Goals: A, B, C, F
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3. Goal #3: Enhance their abilities to observe, reflect on, and communicate about a broad range of issues concerning language and language use. Program Competencies : III, IV Area Goals: B
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4. Goal #4: Develop skills for recognizing and obtaining reliable, valid, and pertinent information about language and language-related issues from various sources. Program Competencies : I, III, IV, VII Area Goals: D, E
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5. Goal #5: Learn to identify, analyze, and synthesize information in order to formulate well-informed opinions about specific language-related issues and controversies. Program Competencies : I, II, IV, VII Area Goals: C, D, E
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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
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Program-wide Competencies |
GB Area Goals
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I. Critical thinking |
A. Understand relationships between individuals and communities |
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II. Contextualized learning |
B. Understand theories or explanations of human behavior used to describe social phenomena |
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III. Interdisciplinary Thinking |
C. Examine the development of individuals' beliefs, behaviors, and assumptions and how these affect individuals and communities |
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IV. Communication skills |
D. Apply one disciplinary method to understand human behavior or explain social phenomena |
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V. Scientific & Quantitative reasoning |
E. Access and analyze materials related to individuals, communities or social phenomena |
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VI. Civic Engagement |
F. Compare and contrast similar social phenomena across individuals or communities |
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VII. Information literacy |
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VIII. Lifelong learning |
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The Learning Environment
How Class Will Be Conducted
This is an online asynchronous course with no set meeting times. You can choose when to complete your work throughout the week, but most successful students block off specific times in their schedule to dedicate to the class and log in several times a week.
The course is organized into weekly modules, each containing a combination of readings, multimedia content, and assignments. You can expect a mix of video lectures, VoiceThread presentations, and interactive activities designed to reinforce the material. I will post weekly announcements to keep you on track and informed, and I will check discussion boards regularly to engage with student posts and answer questions. Written or video feedback on assignments is typically provided within two week of the submission deadline. I aim to be present and responsive throughout the course, and you are encouraged to reach out with any questions or concerns at any time.
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 [$30-$50].
Required Materials
• Yule, G. (2023). The Study of Language. (8th edition). Cambridge University Press.
Links to other required readings, videos, etc., will be supplied electronically in Canvas in the appropriate module. These items will be provided to you at no additional cost.
Software or Other Supplies
If you need access to basic software for creating documents, slideshows, or spreadsheets, you have free access to Microsoft 365.
Whether you use a paper or digital tool, you should have a calendar for managing your schedule. I use Outlook calendar, a software available to you as part of the Microsoft 365 suite of tools. Similarly, I expect you to take notes while reading course materials and during lectures, but the choice is yours whether to use software or paper.
Accessibility
It is important to me that every student has the opportunity to succeed in this course. Please reach out to me if any obstacle is in the way of your success.
Any student who has a need for accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) located in the Howard Gittis Student Center South, 4th Floor at drs@temple.edu or 215-204-1280 to request accommodations and learn more about the resources available to you. If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact me as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. All discussions related to your accommodations will be confidential. Students can learn more about the accommodation process and pre-register on the DRS website. Students may register at any time during the semester, but accommodations are not active until you register, so I recommend doing so as early in the semester as possible.
Information regarding accessibility for additional technologies is provided below:
Resources and Support
Sometimes the biggest factors impacting student success are things happening beyond the scope of the individual classroom. Temple provides a wide array of resources both to help you overcome academic challenges and those not directly related to the educational challenges of the course. Please reach out to me if you need help deciding which resources might be right for you.
Undergraduate Research Support
Disability Resources and Services
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, the Temple University Cherry Pantry is in operation, as well as a variety of resources from the Division of Student Affairs.
Library Resources
Temple University Libraries provide resources to assist Temple students with their class projects and research needs. Visit the Libraries’ website to find millions of articles, books, video, and other resources, both in print and online.
The site also provides tutorials to help you start your research, as well as subject and course research guides to help you identify resources that may be particularly useful for this class.
Contact the library at any stage of the research process. You can chat with a librarian 24/7 or make an appointment with your subject librarian, who can help you explore a topic, craft a research question, and identify and cite sources.
Course Schedule
|
Week |
Dates |
Topics |
Readings/Assessments |
|---|---|---|---|
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1 |
8/25 - 8/31 |
Introduction to the Course and to Each Other: |
Syllabus |
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2 |
9/1 - 9/7 |
Languages of the World What are the origins of language? How many languages are there? Where are they spoken and how are they grouped? What is a dying language? Why are these things important? Origins of Language Why do humans speak? What are the theories of why people speak? Is there something different about humans that allow us to speak but not animals? |
Crystal (2010) Yule (textbook): Chapter 1 & 2 |
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3 |
9/8 - 9/14 |
Phonetics and Phonology What are phonetics and phonology? What is a vowel? What is a consonant? What does place and manner of articulation mean? Morphology & Word Formation How are words formed? Is word formation different from language to language? What happens to a word when it is borrowed by another language? What are the sounds of the world’s language? How does English pronunciation vary? Do you have an accent? |
Yule (textbook) Chapter 3, 4, & 5
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4 |
9/15 - 9/21 |
Grammar & Syntax What are the parts of speech in English? How do we use words to express meaning? Why is grammar different in various languages? Why is structure important in language? Who determines if grammar is correct? What is the difference between prescriptive and descriptive? |
Yule (textbook), Chap 6 and 7 |
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5 |
9/22 - 9/28 |
Language and Regional Variation: How do varieties of the same language differ in terms of phonology, morphology, syntax, semantics, and pragmatics? What is the difference between a language and a dialect? How do we divide dialect regions? What makes a dialect opposed to an accent? How does a particular language variety become the “standard” variety? How and why do we change our language by region and group? Do people stereotype according to the way we speak? What makes Southern English and Californian English unique? Philadelphian Accent and Social Variation What is the Philadelphian Accent? Do you have it? What other accents are in our classroom? Why do we have accents? What is the relationship between language and power? What is the relationship between language and race? What is linguistic stereotyping and profiling? How can we avoid linguistic biases? |
Yule (textbook) Chapter 18, Chapter 19 pp. 308-315 “English with an Accent” Group Discussion and Multimedia Presentation DUE |
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6 |
9/29 - 10/5 |
Language and the Brain, Stereotypes of Language? What parts of the brain are used for language? How does it happen? Does language have stereotypes? Do movies and the mass media promote discrimination based on those stereotypes? What is Critical Period Hypothesis? |
Yule Chapter 12 |
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7 |
10/6 - 10/12 |
First Language Acquisition: How does the brain understand language? What would happen if a baby was never exposed to language? How do we learn language? What allows a baby to hear words and associate them with objects, actions and events? How do children learn to use language in culturally specific, culturally appropriate ways |
Yule (textbook) Chapter 13 |
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8 |
10/13 - 10/19 |
Second Language Acquisition Is the process of language learning similar for adults and for children? Is Spanish taking over the USA as the 2nd language? Is there really a critical period for second language acquisition? What effects does learning a second language have on one’s first language and vice versa? |
Yule (textbook). Chapter 14 |
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9 |
10/20 - 10/26 |
Language in the Education System How do immigrant children learn English at public schools? What can be done to help them learn the language quickly? How does Pennsylvania handle 2nd Language Learners in their schools? Which approaches work and which don’t? Should college students be required to learn a foreign language? How does the USA compare to other countries? |
Yule (textbook). Chapter 16 Language Variation Interview Paper DUE |
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10 |
10/27 - 11/2 |
Multilingual Societies Which nations are considered multilingual? How do countries that speak more than one language determine which ones to speak? What gives certain languages more popularity? How do countries decide which language(s) should be used for government, entertainment etc.? English as a World Language When should governments decide on an official language? Should the United States have an English Only Policy? What effects would it have on our society? Why is English the world language? Will it remain that way? Should people be required to learn a language to live somewhere? What is a minority language? What is a stigmatized language or dialect? |
McCormick and Agnihotri (2009) and Bonvillian (2008) Section on Canada and USA pp. 313-342 & section on India [307-313] on Canvas |
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11 |
11/3 - 11/9 |
Language and Culture Does language affect the way you think? Does culture influence language? What happens to words that cannot be translated? Which language do bilinguals think in? What happens when airline pilots have language/cultural misunderstandings? |
Boroditsky (2011) Yule (textbook) Chapter 20 |
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12 |
11/10 - 11/16 |
Language and Politics When should governments decide on an official language? Should the United States have an English Only Policy? What effects would it have on our society? Why is English the world language? Will it remain that way? Should people be required to learn a language to live somewhere? What is a minority language? What is a stigmatized language or dialect? How does language affect politics? What makes a good political speech? What about the current political candidates? Interethnic Communication What happens when cultures clash? How can we avoid misunderstandings? How do different cultural interpretations of politeness cause problems? How does culture affect the way people communicate with each other? How is politeness different and how can it create misunderstandings? |
Yule (textbook). pp. 131-133 Bailey (2008) |
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13 |
11/17 - 11/23 |
Language and the Law What happens when a foreigner is accused of a crime in a country that they don’t speak the language? What if they didn’t understand the Miranda Rights? |
Pavlenko (2008) and Slatcher (2007) Multilingual Neighborhood Report DUE |
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14 |
11/24 - 11/30 |
Fall Break & Thanksgiving holiday (no class held) |
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15 |
12/1 - 12/7 |
Language & Technology How can technology facilitate language teaching & learning? What are some general tools (such as AI) or language specific apps (like Duolingo) for language education? What are some considerations when using technology for language learning and teaching? |
Crystal (2008) Chapters 1 & 3 |
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Finals |
12/8 - 12/12 |
Prepare for the Final Exam |
Final Exam 12/12 |
Grading & Assessment Guidelines
Grading Scale
|
Percentage |
Letter Grade |
|---|---|
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94-100 |
A |
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90-93 |
A- |
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87-89 |
B+ |
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84-86 |
B |
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80-83 |
B- |
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77-79 |
C+ |
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74-76 |
C |
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70-73 |
C- |
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67-69 |
D+ |
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64-66 |
D |
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61-63 |
D- |
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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.
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. (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
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Grading Item |
Due Date |
Percentage |
|---|---|---|
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Discussion & Participation |
Sundays of every week |
10% |
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Weekly Practice & Apply Quizzes |
Sundays of every week |
15% |
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"English with an Accent" Discussion & Multimedia Presentation |
9/28 |
15% |
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Language Variation Interview Paper |
10/26 |
20% |
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Multilingual Neighborhood Report |
11/23 |
20% |
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Final Exam |
12/12 |
20% |
Weekly Practice & Apply Quizzes (15%)
The module for each week will be posted every Monday morning. You are expected to complete all assigned readings before listening to the weekly instructional lectures. Each week, there are typically one or two lectures, recorded and inserted as audio files in the slides. You may need to download the slides first to listen to the audios. You are required to listen to all lectures by Sunday.
You will then complete the Practice and Apply activity (if there is one for that week) on Canvas by Sunday 11:59 pm to showcase your understanding of the class content. The activities may include multiple choice questions, short answer questions, and discussion boards. You cannot pass this course if you miss more than 25% of the activities (3 weeks).
“English with an Accent” Group Discussion and Multimedia Presentation (VoiceThread) 20%
You will be assigned to a group of three to four to have a group discussion about L2-accented English. Based on our readings, class discussions, and your experience, each person in the group should come up with two or three “provocative” questions related to L2-accented English, L2 English speakers, L2-accented teachers, etc.
Each of you will create 2-3 slides and upload them to VoiceThread, a tool that allows you to have multimedia discussion and presentation. You will then lead the discussion on your slides and topics.
After the discussion, you will collaboratively create a summary slide, focusing on one or two more important question(s), describing what surprised you in your group discussion, what you learned, how your thoughts have evolved on the issue, etc. Detailed written descriptions of the project can be found on Canvas.
Language Variation Interview Paper (20%):
This is a 4-5 page individual paper requiring you to interview someone about language. Detailed written descriptions of the project and sample projects can be found on Canvas and will be discussed during the semester.
Multilingual Neighborhood Report Paper (20%)
This is a 4-5 page paper requiring you to visit a multilingual neighborhood and report on your findings. Detailed written descriptions of the project can be found on Canvas and will be discussed during the semester. A sample paper is also available in the same folder on Canvas.
Final Exam (20%)
The final exam will be a timed, open-notes exams. It will take the form of a Canvas Quiz. You will have two hours to complete the exam on Canvas. The exam will consist of the following components (this is subject to change and will be covered in the exam review.)
- multiple choice: students answer questions about the notions and concepts studied in the course including vocabulary, theories and concepts studied in the course
- fill in the blank: students will be asked provide relevant vocabulary, terms, examples and brief explanations.
- short answers: students answer questions in 1-3 sentences about the notions and concepts studied in the course
- essay: students write two short essays, describing a language-related process or presenting their own position on a language-related issue.
More information on each assessment will be provided approximately two to three weeks before their due date.
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. Some projects will require more time and I will send announcement reminding you on Canvas.
Late Submissions/Missed Exams & Quizzes
Life gets in the way for all of us from time to time. Please notify me if you may miss a deadline or an exam/quiz as soon as possible. Please do not delay in informing; as soon as you suspect a problem, let me know. Depending on the timing and the specific assessment, I may ask you to give me a copy of your current draft. Whether you will be given an additional opportunity to complete the assessment will be decided on a case-by-case basis.
Class Attendance & Participation
Because this is an online asynchronous course, there are no required meeting times. However, consistent engagement throughout the week is expected and counts as your "attendance" in the course. At a minimum, students should log in at least two to three times per week to view course materials, complete assignments, and participate in discussions. Most assignments will have weekly deadlines, and some activities, such as discussion boards or collaborative projects, may require you to log in more frequently. Staying active and on schedule is essential for your success in the course.
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
Class Recording
Because this is an online asynchronous class, lecture recordings are available on Canvas and you will have access to these throughout the course. These recordings are intended to be for University academic and research purposes only. Individuals are not permitted to record, copy, publish, or redistribute audio or video recordings of any portion of the 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 the Pennsylvania Wiretapping and Electronic Surveillance Control Act, and possibly copyright law.
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.) is s permitted in this course for the following activities:
- Brainstorming and refining your ideas;
- Fine tuning your research questions;
- Finding information on your topic;
- Drafting an outline to organize your thoughts; and
- Checking grammar and style.
The use of generative AI tools is not permitted in this course for the following activities:
- 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, unless it is mutually agreed upon that you may utilize the tool.
- Writing a draft of a writing assignment.
- Writing entire sentences, paragraphs or papers to complete class assignments.
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 and Student Conduct Code.
Any assignment that is found to have used generative AI tools in unauthorized ways
will receive a score of "0". When in doubt about permitted usage, please ask for clarification.
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.