The world changes, experience changes, networks grow, dot-coms come and go. Where does college take you? Among things that grow and change with you, among things you can always rely on no matter how fast the world changes, is your education. When we speak of liberal education, we mean learning that will endure--a broad acquaintance with areas of knowledge and experience that will help you live well, using your intellectual powers, imagination, and judgment. A liberal education prepares you to deal with a rapidly changing world. It prepares you for leadership and responsibility in the vocational, social, and personal areas of your life. It enables you to keep on learning throughout your life.
A liberal education is bigger than the sum of its parts. Major, electives, the Core, internships, volunteer work, the social milieu of the campus all come together to give you something full, whole, integrated. A liberal education happens inside and outside the classroom as you meet and learn with a diverse array of peers and teachers. This is the kind of learning that enhances experience in all dimensions of life. It's the kind of education a degree from Temple University represents.
The Core Curriculum is one part of that education. Its
goals include learning how to do things as well as gaining new knowledge.
Using language effectively, handling quantitative data, and appreciating
the creative arts are Core goals. So are understanding the nature
of scientific inquiry and the impact of technology on society, the history
and culture of the United States and of other societies, the differences
between individual and communal needs, and the many ways in which race
and racism affect all of us. Each Core area focuses on one of these
goals, but courses and experiences in other Core areas and in the majors
build upon and reinforce Core skills and knowledge. Specific information
about the Core is provided in sections below on The Core Curriculum,
Core Transfer Programs, and each Core area:
Beyond the Core, Temple provides opportunities and resources for students to make the most of many different ways of learning, from information technology to study abroad.
Information technology is changing and expanding rapidly, and in the process education is being transformed. Computers, e-mail, the internet, the worldwide web, multimedia presentations, and "smart classrooms" are providing more ways for students and faculty to acquire and exchange information. They are influencing how we learn and, in some cases, what we learn. Information technologies are being used for teaching and learning in a wide range of Temple courses from the Core to advanced courses and across the disciplines. There are opportunities inside and outside of classes for members of the University community to acquire the skills and knowledge to use information systems effectively. There are also opportunities to explore and reflect upon the ways that knowledge and learning are being transformed by the information revolution.
Several of Temple's schools and colleges include proficiency in information technologies among the goals of their degree programs. The On-Line Learning Program offers courses using the Web, e-mail, and videoconferencing. Academic Computer Services and Computer and Media Services provide computer labs, resources and support for students. The Mathematics and Sciences Resources Center (MSRC), Educational Technology Center, University Writing Center, and University Libraries also provide information technology resources and support.
Other opportunities for learning beyond those provided by the Core Curriculum and major programs are available to interested students. They happen both inside and outside the classroom. They include (but are not limited to) freshman seminars, learning communities, University and school or college honors programs, internships related to a student's major area of study or special interests, study abroad programs, service learning, community service, and research opportunities designed for undergraduates. Some of these programs require specific qualifications but others do not.
Freshman seminars, learning communities, honors programs, and internship programs are described elsewhere in this Bulletin. Here are some other opportunities to enrich your Temple education.
Serious academic research is not just for professors and graduate students. Undergraduate students in many Temple courses and programs do research of various kinds. There is also a program open to all Temple undergraduates that focuses specifically on undergraduate research.
The Temple Undergraduate Research Forum (TURF) is a Temple-wide conference that allows undergraduate students to present empirical or theory-driven research papers to an audience of peers, faculty, family, and friends. Much of undergraduate education focuses on teaching students to be consumers of information. TURF exists to encourage undergraduates to move from being mere consumers of information to being producers of information. In TURF, undergraduates offer new perspectives on, analyses of, and solutions for various social issues and social concerns. TURF was founded in Department of African American Studies in 1994 as a means of providing a forum for a group of exceptionally well-done undergraduate research projects. Since its founding, students from nearly every department in the College of Liberal Arts and from departments in other schools and colleges have presented in TURF.
Presenting a paper in TURF is a double honor in the sense that in order for a paper to make it to TURF, it must first be nominated by the professor for whose class the paper was written. The TURF faculty council then studies all the nominated papers and selects those that best meet TURF objectives. Faculty members must then work with their nominees to help them hone their papers for the Forum. Not surprisingly, students who are bold enough to accept the TURF challenge are also very attractive to many graduate and professional programs. At last count, over 96% of the students who have presented in TURF have gone on to graduate studies.
Read more about TURF on its web site at http//www.temple.edu/TURF.
Service Learning and Community Service
Service learning courses and community service projects combine a student's learning and service to the community. Both students and the community benefit from the connection.
A Service Learning course is a credit-bearing Temple course that includes a community-based learning/service component. Part of a national movement to use the resources of higher education to help find solutions for critical social issues, service learning also takes advantage of Temple's combined commitments to research, teaching and learning, and its community. In a service learning class students study the service they are undertaking and its larger background and context. In classroom assignments and discussions they reflect on the relationship between their reading and their community-based experience. In short, service learning brings theory and practice together to better understand and critique both.
Students find that service learning improves their understanding of a subject, in part because we learn better when we actually experience what we are learning about, and in part because that experience often challenges our preconceived notions. Through service learning students gain a better sense of the complex ways in which social institutions affect their lives and the lives of others, and are encouraged to invest themselves in efforts to improve their community. Service learning makes students responsible for their own learning, and consequently helps them learn how they learn--a knowledge and skill that serves them well both at Temple and throughout their lives. Students come to college to prepare for a career and to better understand the world in which they live. A service learning experience helps them do both.
For more information and a list of service learning courses being taught each semester, see the Service Learning page in the front of that semester's printed Class Schedule. Also, courses with a service learning component should be marked with a "49" section comment code in the schedule.
The University's Office of School and Community Partnerships has a web site at http://community.temple.edu/ .
Community service outside of a course also provides a setting for learning for Temple students. The University's Office of Community Service, located in the Student Assistance Center in the Student Activities Center on Main Campus, serves as a clearinghouse for volunteer and community development opportunities. The office is staffed by Temple students and maintains an extensive database of community groups and agencies that utilize volunteers for various groups and individual projects. Opportunities for learning include working with children, the elderly, economically disadvantaged groups, other special populations, and environmental and civic causes. Ways to get involved in service are also announced in The Owl Volunteer, a monthly newsletter, and students can join the Temple University Community Service Organization (TUCSA). For more information call (215) 204-7741 or e-mail email@example.com .
One of the most rewarding and beneficial experiences available to Temple students is studying abroad. It provides personally enriching opportunities to see the world, live in a culture different from your own, and become proficient in another language. Gaining firsthand knowledge of other cultures and languages in this way also adds an international dimension to a Temple education--it enables you to better understand and put into context global issues and international events. Appreciation of the world's peoples, economies, and environments--and their interdependence--is critical to preparing for the challenges of international citizenship in the 21st century.
Because developing an awareness and understanding of other cultures is a fundamental component of a liberal education, an approved study abroad experience can be used in place of one or two of the Core International Studies courses. Students interested in this option should talk to their Temple academic adviser.
Temple's International Programs office provides guidance and information to students interested in pursuing a period of study abroad, either on one of Temple's programs, or on one of the many programs sponsored by other colleges and universities around the world. For more information, see International Programs and Study Abroad in this bulletin and contact
The Core Curriculum consists of components designed to help students meet the Core's learning goals. All undergraduate students at Temple complete some form of the Core.
Highly motivated students, who seek especially challenging courses, may wish to apply for admission to the University Honors Program, which offers special Honors courses that meet Core requirements.
Each Core area has a list of courses approved as satisfying the requirements
for that area. Descriptions of the Core areas and the courses in
them follow at the end of this section.
Course descriptions are available in the printed Undergraduate Course Descriptions published each Spring before the registration period for Fall courses, and online through the web version of this Bulletin (www.temple.edu/bulletin/ugradbulletin/ucd/ucdtoc.html). Because not all approved courses are offered every semester, each semester's Class Schedule contains a list of Core courses being taught that term. Lists of newly approved Core courses, other changes and notices, additional information about the Core, and an e-mail link for questions are available on the Core web site (http://www.temple.edu/ucc).
Important Core Policies for All Students
The course number provides important information about a course, including whether or not it receives Core credit and, in some cases, which Core requirement it meets. Because some courses exist in several Core versions, or in Core and non-Core versions, students should pay careful attention to course numbers and to which version of a course they take.
Numbers for courses that meet Core requirements begin with the letters
"C," "R," "W," or "X." Those prefixes, along with the two-letter Required
Course Indicator (RCI), provide information on the Core area a given course
Note: Students transferring into Temple should be aware of
45+ Transfer Core
Transfer students admitted to Temple for and after Fall 1997 with 45 or more credits for courses taken elsewhere (and without an Associate's degree approved for Core-to-Core Transfer) complete the 45+ Transfer Core. All of the requirements in this version of the Core may be met either with equivalent transfer courses or with Core courses taken at Temple--with the exception of the two Writing-Intensive courses, which must be taken at Temple.
NOTE: An Intellectual Heritage course taken at Temple to satisfy the 45+ requirement for one Intellectual Heritage course cannot be used as one of the two Writing-Intensive courses at Temple. However, a second IH at Temple may be used as one of those WI courses.
Transfer Credits for 45+
The 45+ Transfer Core is designed for students who have taken significant numbers of courses elsewhere before entering Temple. All college-level courses considered transferable by the Temple Office of Undergraduate Admissions, including those for which evaluation is not complete until after the student begins at Temple, will be counted toward the 45 credit minimum, when they meet either of the following sets of conditions.
1) For students new to Temple: The courses have been taken elsewhere before the student matriculates at Temple.45+ Transfer Core Policies: Transfer students should be aware that this Core policy relates only to University Core requirements. All the requirements of Temple's schools and colleges and major programs of study remain in force and are not affected by this policy, including any that involve Core courses but differ from the University Core Curriculum requirements. Students should consult the appropriate sections of this Bulletin, and their academic advisers, about school/college and major requirements.
A 45+ Transfer Core version of the Degree Audit Reporting System (DARS) document is produced automatically for eligible students who are entering Temple for the first time. For eligible readmitted students to receive a 45+ Transfer Core DARS document, a Temple academic adviser must post the 45+ event in the student's ISIS record.
Regular Temple Core policies apply to these requirements and the courses they involve unless otherwise stipulated above (see Transfer Credit). For example, it is still the case that:
Core-to-Core Transfer agreements with community colleges accept the general education included in approved Associate degrees in place of Temple’s Core Curriculum. Students entering Temple (either for the first time or upon readmission) with an approved degree have met all of the Core requirements except two Writing-Intensive courses to be taken at Temple (one of which is normally the advanced writing capstone in the major). Such students are identified upon admission to or enrollment in the University and their fulfillment of the Core by Core-to-Core Transfer is noted on pertinent student records. Eligible students should be sure that a final transcript, indicating receipt of the Associate degree, is available to their Temple advisers at their first advising appointment. Advisers can then make sure that Core-to-Core status is noted in the students' records.
Transfer students should be aware that this Core policy relates only to University Core requirements. All the requirements of Temple's schools and colleges and major programs of study remain in force and are not affected by this policy, including any that involve Core courses but differ from the University Core Curriculum requirements. Students should consult the appropriate sections of this Bulletin, and their academic advisers, about school/college and major requirements.
These are the conditions for Core-to-Core Transfer from community colleges:
Bucks County Community College: Any Associate of Art degree in a program the student entered in Fall 1994 or after, or the Associate of Applied Science in Information Technology Studies. Effective for students entering Temple for Spring 1998 and after.
Burlington County College: Any Associate of Arts or Associate of Science degree in a program the student entered in Fall 1995 or after. Effective for students entering Temple for Fall 1999 and after. Associate in Applied Science degrees are not approved for Core-to-Core Transfer.
Camden County College: One of the following degrees received in or after 1980: Any Associate in Arts or Associate in Science degree except in Engineering. Students with the Associate in Science degree in Engineering are eligible for Core-to-Core Transfer if and only if they are certified to Temple's Office of Core and Transfer by the County College as having taken the proper combination and number of general education courses. Effective for students entering Temple for Fall 1999 and after. Associate in Applied Science degrees are not approved for Core-to-Core Transfer.
Delaware County Community College: One of the following
degrees received after 1970: Associate of Arts in Behavioral Science,
Communication Arts, Education, Liberal Arts; Associate of Science in Business
Administration, Natural Science. Students with the Associate of Science
in Science for Health Professions are eligible for Core-to-Core Transfer
if and only if they are certified to Temple’s Office of Core and Transfer
by the Community College’s Career and Transfer Office as having taken the
proper combination and number of general education courses. Effective
for students entering Temple for Spring 1998 and after. Associate
of Science in Computer Science or Engineering and Associate in Applied
Science degrees are not approved for Core-to-Core Transfer.
Harrisburg Area Community College: Any Associate in Arts
or Associate in Science degree in a college-parallel program that includes the
Community College's revised general education requirements for transfer curricula enacted
for Fall 1999, in a program the student entered in or after Fall 1999.
Effective for students entering Temple for Spring 2000 and after.
No other degrees are approved for Core-to-Core Transfer.
Mercer County Community College: A degree in any of these programs, if it includes the general education requirements put into effect in Fall 1999, and if the student entered the program in Fall 1999 or after: Any Associate of Arts; Associate in Science in Architecture, Aviation Management, Business Administration, or Criminal Justice; Associate in Fine Arts (A.F.A.) in Art History, Ceramics/Sculpture, or Fine Arts. Effective for students entering Temple for Spring 2001 and after. Other Associate of Science degrees, and Associate in Applied Science degrees, are not approved for Core-to-Core Transfer.
Montgomery County Community College: Any Associate of Arts or Associate of Science degree received in or after 1990. Effective for students entering Temple for Spring 1998 and after. Earlier A.A. or A.S. degrees can be considered for inclusion on appeal. Associate in Applied Science and Associate in General Studies degrees are not approved for Core-to-Core Transfer.
Northampton Community College: Any Associate in Arts or Associate in Science degree in a program the student entered in Fall 1993 or after. Students with an Associate in Applied Science degree are eligible for Core-to-Core Transfer if and only if they are certified to Temple’s Office of Core and Transfer by the Community College as having taken the proper combination and number of general education courses. Effective for students entering Temple for Spring 2000 and after.
Community College of Philadelphia: Any Associate of Arts or Associate in Science degree received in a program the student entered in Fall 1996 or after (and therefore satisfying the Dimensions requirements). Effective for students entering Temple for Spring 1999 and after. Associate of Applied Science degrees are not approved for Core-to-Core Transfer.