Course Syllabus
Why Care About College: Higher Education in American Life
U.S Society
EDAD 0855, Section 714 CRN 58772
FALL 2025,Online, Asynchronous
Instructor: Candice Frazer, EdD
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 U.S. Society (GU).
U.S. Society courses strengthen students’ understanding of the history, society, culture, and political systems of the United States.
Meeting Time and Location
This is an asynchronous online course - meaning we will not have "live" meetings where we all need to be online at the same time. Each week will run from Monday through Sunday. This gives you one week to complete readings and assignments.
Instructor Information
My Name:
Dr. Candice Frazer
My pronouns are She/Her
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 candice.frazer@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
150 Ritter Annex
Office Hours
Seeking out individual assistance from the instructor is a normal part of the learning process. Please email me to make an appointment.
Purpose of the Course
Overview of the Course
You have decided to go to college. Why? What role will college in particular, Temple University play in your life? Reflect on this important question by looking at the relationship between higher education and American society. What do colleges/universities contribute to our lives? They are, of course, places for teaching and learning. They are also research centers, sports and entertainment venues, sources of community pride and profit, major employers, settings for coming-of-age rituals (parties, courtships, etc.), and institutions that create lifetime identities and loyalties. Using sociological and historical texts and artifacts, students will learn how higher education is shaped by the larger society and how, in turn, it has shaped that society. Become better prepared for the world in which you have chosen to live for the next few years.
3 Credit Hours
Learning Goals
Upon successful completion of this General Education course, you will be able to…
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General Education Competencies |
At the end of this course, you should: |
How is this assessed? |
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Critical Thinking
Contextualized Learning
Interdisciplinary Thinking
Communication Skills Information Literacy Lifelong Learning |
Reflect on and build an understanding of your personal and externalized motivations for pursing higher education |
Discussion board posts Reflection Paper 1 Mid-Term Exam |
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Analyze and critique the ways privilege and heterogeneity have shaped the American system of higher education. |
Discussion board posts Reflection Paper 2 Final Exam |
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Develop observations and conclusions about historical and contemporary themes in the American system of higher education |
Discussion board posts Final Exam Course Paper
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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 voice over lectures 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 weeks 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.
Required Course Materials
Ken Bain, What the Best College Students Do (Belknap/Harvard University Press, 2012) [ISBN: 978-0-674-06664-9]
- Free at Temple University Library: https://librarysearch.temple.edu/catalog/991036731454403811
Readings accessible via Canvas, as assigned.
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
See Syllabus PDF.
Grading & Assessment Guidelines
Grading Scale
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Grade |
Score |
Grade |
Score |
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A |
950 to 1000 points |
C |
730 to 769 points |
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A- |
900 to 949 points |
C- |
700 to 729 points (C- or better is required to fulfill Gen-Ed area) |
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B+ |
870 to 899 points |
D+ |
670 to 699 points |
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B |
830 to 869 points |
D |
630 to 669 points |
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B- |
800 to 829 points |
D- |
600 to 629 points |
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C+ |
770 to 799 points |
F |
0 to 599 points |
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.
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Discussion Board Posts |
Timely and quality postings and thoughtful involvement in discussions and activities will be essential. Comments should be insightful and constructive. There should be a balance between opinions and thoughtful contributions that use appropriate terminology (i.e., from the textbook and course content material). Follow rules of netiquette when interacting with classmates online.
Eight discussion boards will be due during the semester. Initial discussion board submissions are due on Thursdays. Once you have submitted your initial post, please reply to at least two of your classmates by Sunday at 11:59PM. |
20% or 200 points |
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Reflection Paper #1 |
This paper allows for a more in-depth reaction to the readings as it relates to your personal and professional aspirations. You will reflect on and build an understanding of your personal and externalized motivations for pursuing higher education. Paper responses should reference, incorporate and critique class readings and build from discussions. |
10% or 100 points |
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Midterm Exam |
This four-part, essay-based exam is a reflection on and critique of Bain’s What the Best College Students Do. Written responses should reference, incorporate and critique class readings and build from discussions.
The exam will be administered online and must be completed in one sitting within the three-hour time frame provided. There will be no make-up exams except for an extreme emergency. Official documentation will be required. (Saying that you made a commitment or booked a flight without checking the exam date will not be considered an extreme emergency.)
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20% or 200 points |
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Reflection Paper #2 |
In this paper, you will analyze and critique the ways privilege and heterogeneity have shaped the American system of higher education. Paper responses should reference, incorporate and critique class readings and build from discussions. |
10% or 100 points |
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Course Paper |
For this assignment, you will develop observations and conclusions about historical and contemporary themes in the American system of higher education. Term papers responses should reference, incorporate and critique class readings, external references, and build from discussions.
Specifications for the paper will be provided via Canvas and discussed in class. |
20% or 200 points |
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Final Exam |
This final exam is based on the contents of required readings, lectures, and other materials of Unit III and may reference information from the totality of the course experience. |
20% or 200 points |
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Total Points |
1000 |
See each assignment on Canvas for specific details.
Late Submissions/Missed Exams & Quizzes
I will generally accept late papers IF you make arrangements with me at least 24 hours in advance of a deadline. If you do not make advance arrangements, the grade will be reduced a half a letter grade for every day it is late.
Class Attendance & Participation
Since this is an online asynchronous class, there are no required live meeting times. Instead, your regular participation in Canvas counts as your “attendance.” To stay on track, plan to log in at least two to three times a week to check announcements, review materials, complete assignments, and join discussions.
Most assignments will be due weekly, but some activities—like discussion boards or group projects—may ask you to check in more often. If you’re away from Canvas for more than five days, it could affect your participation grade. Late or incomplete work will also result in point deductions.
The best way to succeed in this course is to stay active, engaged, and consistent throughout the semester!
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 Wifi 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
Our Zoom meetings will be recorded, and you will have access to these through the end of 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.
Attending Zoom meetings using an AI proxy is not allowed.
Privacy and Data Protection
Please see the links below to become familiar with the privacy policies for each of the following:
AI Policies
The use of generative AI tools (such as ChatGPT, Gemini, Microsoft CoPilot, etc.) are not permitted in this class; therefore, any use of AI tools for work in this class may be considered a violation of Temple University’s Academic Honesty policy and Student Conduct Code, since the work is not your own. If it becomes apparent that a student has engaged in academic misconduct through the use of unauthorized AI tools, the student will receive a 0 on the assignment, may receive a grade of F in the course, and all additional avenues of adjudication and disciplinary action through the university will be pursued. Please see me with any questions.
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.