Course Syllabus
Kids in Crisis: When Schools Don't Work
General Education Race and Diversity
EDUC 823 CRN 29839 SEC 005Course Code, Section, CRN
Fall, 2025
Instructor: Jamie Swain
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
This course fulfills the General Education area of Race and Diversity.
Meetings and Location
This is a HYBRID Course.
Asynchronous via Canvas AND In-Person Thursdays, 11:00am - 12:20pm, Ritter Hall 300
Emergency Meeting
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
My Name: Jamie Swain
Please refer to me as Professor Swain. My pronouns are she/her/hers.
My Contact Information
Please reach out to me at any time for assistance with the course or just to chat about navigating university life. The best way to reach me is to send me a message through the Canvas inbox. I will generally respond within 24 hours, Monday through Friday.
Student Zoom Room
Seeking out individual assistance from the instructor is a normal part of the learning process. Always feel free to make an appointment to speak with me. We can discuss the course content, your progress on the assessments, your college experience, or anything else you need to talk about. Please Canvas inbox me and we will find a Zoom time that works for both of us. I want to help you succeed.
Purpose of the Course
Overall Purpose
This General Education Race and Diversity course expands the breadth of your knowledge and skills, adding to the depth acquired in your major. This course emphasizes the critical competencies of critical thinking, oral/written communication, and information literacy while delving into the impact of race on our everyday lives.
Overview of the Course
This course is designed to teach students how to think about race and diversity through the lens of three social problems in schools. Social problems are part of modern society. They represent a gap between what we would like society to be like and the lived reality for individuals in the society. Race and diversity are implicated in the framing of these three issues as social problems and in devising solutions that move us towards a more equitable society. Devising solutions to social problems and participating in their implementation is an important role for citizens in a democracy. In order to do so we need to understand the role of race and diversity in modern American society and in our own lived experience. This General Education course will examine three pressing social problems in American society that play out in our schools--segregation and racial isolation in schools, school violence, and dropout. Questions that will guide our exploration of these social problems include: Can schools "solve" social problems? How do schools and teachers participate in the social construction of race? How does a student's race influence his or her experiences in American schools?
3 Credit Hours
Learning Goals
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to explore the multiple and often competing explanations for these and other complex social problems,
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how different lenses privilege different interpretations and conclusions, and
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how thinking about social problems from multiple perspectives at the same time is important as we design effective solutions.
Skill Development
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Summarize and evaluate various sources of information (e.g., popular media coverage, academic research, policy reports)
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Gather a variety of primary and secondary sources
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Synthesize this new information with their own experience, observations and other learning
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Use technology in their discourse on these social issues
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Discuss issues related to race with more ease and knowledge
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Work effectively in groups
The Learning Environment
How Class Will Be Conducted
This is a hybrid course which means it includes an online asynchronous component as well as a set in-person meeting time once per week. You are expected to complete the preparatory reading, video, or podcast assignment before coming to in-person class in order to ensure that we can all engage in an informed dialogue. Because our class is also online, you can choose when to complete your out-of-class assignments 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 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. Feedback on assignments is typically provided within one 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. In addition, 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 Zoom appointments.
Classroom Civility
In this course, we will have conversations that address racism, sexism, imperialism/colonialism, gender identities, sexual orientation, religion, political polarization, and other issues that some may find challenging and uncomfortable to discuss, so we will prepare as a group and develop agreements about how we can have these discussions in a productive and respectful way, and help us consider viewpoints that may be different from our own. In this class, we will 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. We want to make space for each student and create an inclusive environment where we respect each other’s different identities, lived experiences, and perspectives.
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 $0-$15.
Required Materials
How To Be An Antiracist by Ibram X. Kendi, One World, 2019
The book can be found on this link for free: Temple Library Ebook
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.
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
Please refer to our weekly schedule in our course Canvas Modules section for the most up to date and accurate schedule.
Grading & Assessment Guidelines
Grading Scale
|
Percentage |
Letter Grade |
|---|---|
|
94-100 |
A |
|
90-93 |
A- |
|
87-89 |
B+ |
|
84-86 |
B |
|
80-83 |
B- |
|
77-79 |
C+ |
|
74-76 |
C |
|
70-73 |
C- |
|
67-69 |
D+ |
|
64-66 |
D |
|
61-63 |
D- |
|
0-60 |
F |
Course Minimum Grade
A grade of “C-” or better is required in all GenEd courses for you to satisfy a General Education requirement.
Assessment Summary
The assessments in this course have been created for two reasons: (1) For you to demonstrate your progress towards the learning goals for the course and receive useful feedback. (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
|
Assessment 1: Class Participation In-Class Activities and Online Discussion Board |
20% |
|
Assessment 2: Reading Journals |
15% |
|
Assessment 3: Schooling Autobiography |
15% |
|
Assessment 4: Group Research Project |
25% |
|
Assessment 5: Final Paper |
25% |
Assessment Descriptions
Assignment descriptions can be found under Assignments in Canvas. Always use MODULES in Canvas as your guide to assignment details and due dates.
Late Submissions
Late work will be accepted up to one week from the original due date. You will be assessed a 10% penalty on that assignment. After one week the assignment will receive a zero. If submitting late assignments becomes a habit, expect to have a sit-down with me so we can work out a solution.
Class Attendance & Participation
Your attendance and participation are expected at all our class meetings. The classroom is an inherently social environment where we are all mutually responsible for each other’s learning. I encourage you to make friends so that, in the event that you must miss class, you can borrow someone’s notes for the session. Furthermore, if you miss class, we lose your perspective in classroom discussions and learning activities. Therefore, in-class assignments can not be made up if you miss class.
Consistent engagement throughout the week online is also expected. 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.
If unforeseen circumstances cause you to miss multiple sessions, please contact me as soon as possible to discuss the situation.
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
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
The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is 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. Any assignment that is found to have used generative AI tools in unauthorized ways will receive a zero. 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.