The Temple London program incorporates 14 weeks of study with a Temple faculty-led course and typically three elective courses. The semester is divided into two phases with an orientation at the start and mid-term break, for a total of 15.5 weeks:
Weeks 1-7: Phase 1 – Academic Courses
The majority of the elective courses listed below will be offered in Phase 1. The Temple faculty-led course, however, will run throughout the whole semester.
Week 8: Mid-Semester Break
Weeks 9-15: Phase 2 – Academic Pathway
Semester students will choose one of two pathways for phase 2: internship or study. Students that choose the internship pathway will begin their internship placements following the mid-semester break. Students that choose the study pathway will begin a new course (or courses) following the mid-semester break.
Each student must enroll in:
- Temple faculty-led course (choose section below)
- 3-4 additional electives and/or internship credit (see below)
Temple Faculty-Led Course
Each Temple student will enroll in a Temple faculty-led course (see below) to help them contextualize their experience in London in a broad, academic manner. This course spans both semester phases and the subject matter varies each semester. You can view course numbers and descriptions below.
Technology is an integral part of the media industry today. Bloggers are becoming critical tastemakers and ever involved in all aspects of marketing. Many brands are utilizing blogging as an opportunity to add a human element to their brand and connect with their audience on a deeper level. In this beginner-focused class, students will understand the basics of blogging, including:
– How to set up their blog (WordPress, Blogger, and other platforms will be discussed)
– How to use basic HTML to customize their content
– How to use various creative applications to create content, enhance photography and visuals to optimize the look of their blog
– How to connect with local media to promote and grow their content
– How to get readers to take action
Along with publishing your content via a blog, students will learn how social media is best used to support and spread their content through conversation, community, and connectedness. In the media, we have moved from the one-to- many communication strategy to the many-to-many where everyone can be a producer. Social Media can be extremely powerful when people create content and share it as well as their opinions or experiences online. The most common forms of social media are: social networks (Facebook, LinkedIn), blogs, podcasts, wikis, content communities (Flickr, YouTube, Buzzfeed) and micro blogging (Twitter). Emerging media in mobile and location-based platforms are very influential today (Yelp).
This course will examine the evolution and impact of blogging, social media and emerging technologies on the communication industry in general. Students will explore and apply social media strategies and tools and integrate them into their blog project while in London. Throughout the semester, students will be expected to engage in several hands-on assignments, including keeping up a regular blog (multi-media content will be encouraged).
The students will establish a theme for their blog content and will submit a proposal. This will be used just as a guide for their content throughout the semester. Their blogs will incorporate social media links or feed that support their communication efforts throughout their time in London.
When you think of the typical Brit, does Prince William spring to mind? Maybe the Queen or the Beatles? For most people, British means a White face and a lovely accent. But like the United States, the United Kingdom is on a collision course with a more colorful future. London is already there. Since 2011, London’s population is officially less than 50 percent White. Still, a White British stereotype persists.In this class we will examine how the “Other” – the “ethnic Brit” – is portrayed in the news media, print media, advertising, television and film. Plus, who qualifies as “Other” in London? What about the Irish or the Scots? We will see if stereotypes are the norm or if a more nuanced portrayal is granted. We will compare British images with American and we will ultimately try to gauge if images of the “Other” truly reflect the current reality. In conjunction with a critical analysis of various British media outlets, we will also engage with the ethnic populations in and around London to hear their concerns of their visibility in the media, as well as to examine the burgeoning ethnic media products being created in print, on-line and on-air by the people themselves.
Electives and Internships
All courses listed below are offered during the fall or spring semesters and students must select their top five choices of the following key courses, internships, and electives in addition to the required Temple faculty-led course (described above). All students must register for a minimum of 12 credits to be eligible for financial aid and to be in compliance with U.K. laws.
Students interested in examining British Culture more deeply, and in some cases through a particular lens, are encouraged to enroll in one of the four key courses offered in London. This course will span both semester phases and while not required, enrollment is encouraged if feasible.
Please note: you may only enroll in one key course per semester.
All Temple London Fall and Spring students may apply for an internship in London. Internships usually consist of three full days of each week of unpaid work at professionally relevant British organizations in London. Internships are organized ahead of time on behalf of the student by the Temple partner in London, FIE (Foundation for International Education). Internships are found each semester within a variety of industry areas, such as public relations, marketing, journalism, theater, media and film and television or relevant departments within other companies.
*NOTE: Students with internship placements at NGOs or other host organizations working toward social goals may choose the International Service Internship Course and with special approval from the program director. Email firstname.lastname@example.org for more information.
Click here to learn more about the internship placement and visa processes.
Internship: ADV 3185 (3 s.h), MSP 4785 (4 s.h.), MSP 4786 (3 s.h.), FMA 3085 (4 s.h), JOURN 3885 (3 s.h.), JOURN 3882 (3 s.h.), STRC 3385 (3 s.h.), STRC 3585 (3 s.h.), STRC 3685 (3 s.h.), THTR 2085 (3 s.h.), or THTR 3082 (3 s.h.)(
The internship placements, together with classroom seminars and written reflection, form the International Internship Course, or IIC.FIE’s Experiential Education Team works with students individually upon admission to the program to match his/her skills and background with an appropriate organization. The Experiential Education Team provides pre-departure and on-site support during the placement and internship process. The IIC seminars allow for discussion, analysis and academic reflection throughout the student’s experience.Please note that all student internships are unpaid and are for academic credit only.In order to enhance and contextualize the internship experience, there is an important academic component that runs in conjunction with the placement. The classes (called seminars) aim to provide students with support in order to allow them to develop their understanding of the UK workplace and enable to them to make the most of their experience. The seminars will enable students to work with a faculty member and their peers to reflect upon the experience and exchange ideas.
Students will be assessed on their ability to engage analytically with the internship experience. Students will be required to submit written assignments, deliver a presentation and write a final report that will provide structured expression of student development throughout the process.
By the end of the IIC students should be in a position to:
– Understand general aspects of the UK workplace.
– Have a high degree of understanding of the organization in which they have been interning as well as the sector in which that organization operates.
– Look back and describe and reflect on their internship experience and the ways in which they have developed during the program.
– Reflect on their own performance in the workplace.
– Engage with intercultural issues which have emerged during that experience.
FIE’s Service Internship program pathway is based on three key elements:Preparation
As in any cross-cultural experience, this is crucial. Preparation happens in two stages: orientation to the general environment, and specific exposure to the issues of working and living in the culture. These stages are covered by a general orientation to life in London upon arrival and one of four intensive Key Courses about an aspect of British life, which is undertaken before students enter their placement.International Service Internship Course (ISIC)
The ISIC is comprised of:Placement with a host organization that is working toward social goals and can support the learning objectives inherent in a service internship.
Classroom-based seminars that allow students the opportunity to build on their workplace experience through reflection, discussion and analysis. Seminars address topics such as dealing with expectations, the realities of service internship, global citizenship, social responsibility and intercultural sensitivity.
It used to be said that the sun never set on the British Empire. Did you know that at its height, Britain had the largest empire in history? How did Britain become the foremost global power for over a century? What impact did this have on British culture? From the defeat of Napoleon and the rise of Imperialism to the World Wars and beyond, students in the course will be exposed to Britain’s dramatic past and what this means for her future.
This course introduces students to the main themes of British social history from the Napoleonic Wars to the end of the twentieth century, a period that witnessed the gradual acquisition and rapid dissolution of a global economic and political empire, underwritten by the world’s largest navy. Through seminars, lectures and site visits, students will examine the ways in which Britain’s global rise and fall affected the politics, culture and day to day lives of ordinary Britons. The course concentrates on the empire and national identity, the industrial revolution and the making of the British working class, the struggle for women’s suffrage, the impact of the first and Second World War, and the impact of decolonisation on British society and Britain’s status in the world. Past co-curricular activities include: the Imperial War Museum, the National Portrait Gallery, a walking tour of the City of London, and the Cabinet War Rooms.
ABC, NBC, and Fox may all sound familiar but did you know the British Broadcasting Corporation is the largest is broadcasting organisation in the world? What impact does this public service media giant play in the U.K. and around the world? What about radio broadcasting? Where does the radio format fit in a modern society? What role do digital technologies play in modern broadcast? Students in this course will explore the history of British radio and television broadcasting, its role in British society and culture, its global impact, and its place in today’s digital world.
The course is built on the idea that broadcasting must exist not only to entertain the public, but to inform and educate as well, British broadcasting to this day remains a lively mix of genres and programs, with extensive influence throughout the world. Students will cover topics such as public service broadcasting, competition in British broadcasting, documentaries and their importance to British cultural identity, the news, current affairs and reality television and broadcasting exports.
Students will hear guest speakers from BBC Radio, Channel 4 news media, and the Independent Production sector. Co-curricular excursions will include visits to the BBC, Sky News, a live television or radio program recording, the British Film Institute Mediatheque, and a production company. Past co-curricular activities include: BBC Television Centre tour, visit to Sky News Studio, visit to a live television or radio program recording, the British Film Institute Mediatheque, and a tour of a production company.
This course is designed as an introduction to the theory and practice of qualitative methodology. It provides an overview of qualitative, ethnographic, and naturalistic methods and an opportunity for students to conceptualize and perform a small-scale research project. It is possible to take this Research Course in Phase I of a semester and then participate in the Internship, Service Learning, or Study Pathway in Phase II.
The very essence of study abroad is that of learning through experience, i.e. learning by doing, observing, and reflecting. The topics that students explore are consistent with their own individual interests but grounded in their experience in London. Topics center on British cultural, historical, political, or contemporary contexts and may have a comparative dimension. At the same time, the qualitative foundation of the course benefits students as they undertake an undergraduate thesis, graduate studies, or as they move into the world of work.
Student Fieldwork Experience
– Practice observation – You will spend AT LEAST one hour in a place in London where you have never been in order to offer you an experience of gaining access, interacting with people in a new setting, and telling a story from an insider’s perspective. You must not question/interview anyone.
– Practice interview – You will spend AT LEAST one hour in conversation (i.e. no planned questions) with someone you know, while taking field notes.
– Research design – You will submit a detailed plan of a proposed study, including your research question, site, participant(s), methods, and bodies of literature used to frame your inquiry. Limit your proposed research to 2-3 site visits and 1-2 interviews.
– Field report – You will prepare and submit a final report on your field research of no more than 10 pages (excluding cover page, references, field notes, and transcripts). The final report must include an introduction, brief literature review, summary of your data analysis, your preliminary findings, any problems you faced, and any emerging themes that could serve as a basis for further study. You will attach coded field notes transcripts of interviews.
– Presentation of field research – Using visual/audio aids, you will present for between 6-10 minutes on your field experience, summarizing the material in your Field report.
Isn’t marketing just advertising? What’s the difference? Does European marketing differ from the rest of the world, especially the USA? What are some of the most successful marketing strategies?People often define “marketing” as advertising – a highly visible activity by which organisations try to persuade consumers to buy products and services. However, marketing is much more than advertising and even the most skillful marketing cannot make consumers buy things that they don’t want.Through a European lens, this introductory course prepares students to think strategically about marketing in today’s global environment. After successful completion of this course, students have a basic understanding of the marketing concept, the marketing mix (product, place, promotion and price), segmentation, targeting, positioning, customer value, branding, services marketing, global marketing, marketing metrics, consumer and business behaviour, ethics and social responsibility in marketing, market planning, market research, and competitive analysis. In addition, students have the opportunity to evaluate and formulate marketing strategies taking into account the influence of international issues and technology.
Past co-curricular activities have included: Harrods: A British Brand Experience?, Chelsea Football Club , Guest Speaker: Direct Marketing Association: Mobile and Brand Marketing, Brand Museum.
What is the role of sport in the construction of local, national and international identities? What social structures and cultural trends influencing sports participation and consumption? What is the impact of commercialism and globalization on contemporary sport? This course has been designed to provide international students an opportunity to understand sports in a British context against a backdrop of the Olympics, with London as the host city – 1908, 1948 & 2012.The course will presented from a historical and contemporary perspective will examine a series of themes and issues, primarily through sports history and the sociology of sport, with supplementary references to economics, politics and the media. Students enrolled in this course will gain the skills to analyze sports as a social phenomena and use them as an analytical tool to illuminate contemporary situations and problems in the international arena, provide an insight into the wide range of British sports and sports organizations through practice and study visits, and apply a sociological lens to the world of sports and athletics through the incorporation of academic writing, popular media and personal experiences and observations.
Past co-curricular activities have included: meetings with officials of the 2012 Olympic Committee, meet with the Mayor of London, visit the David Beckham Academy, visit the Chelsea Football Club.
How does brand management affect organizational value? How do customers and their engagement in real or virtual communities shape the nature of brands? How does services branding differ from goods branding?This course introduces, explores and applies a range of strategic brand management issues that drive brand equity and value. Customers are increasingly co-creators of brand value as part of a more interactive and dialectical process. Witness the rise of social media where dialogue, conversation, interaction are the key drivers of brand growth. The days of shouting from a billboard as the primary form of brand marketing are gone. Students will explore issues such as the strategic branding process, consumer perception, brands as social and psychological vehicles, the competitive landscape, and brand evaluation. By the end of the course should should have developed a deeper understanding of brand, the strategic branding process and an appreciation of how to brand in a given context to maximize equity and value.
Past co-curricular activities: Harrods (A British Brand Experience?), Museum of Brands, Guest Speaker: Direct Marketing Association: Mobile and Brand Marketing, Guest Speaker, Brunel University: Multisensory Branding.
Do you fancy yourself a novelist or a writer of short stories? Not sure how do you develop your main characters? How should you structure the plot? What point of view should you choose? The focus of this course will be decidedly practical as students learn to read as writers, gleaning tips on the craft. Students will consider the processes of writing, aiming to uncover various methods of confronting potential issues. London’s own vibrant arts scene and literary traditions form a fascinating focus and locus for the study of creative writing. Class members will engage with local novelists, poets and playwrights through guest lectures and readings.
The literary-steeped surroundings of London provide the perfect backdrop for students to explore their own creative powers. This popular course will provide students with the rare opportunity to develop their own work within the context of contemporary British writing. Although the focus will be on fiction writing, students will also have the opportunity to experiment with various other forms and genres. Classes examining contemporary British literature are complemented by writing workshops.
Writing workshops will be simultaneously rigorous and nurturing, providing students with the perfect forum for collective and constructive critique. Our approach will focus on imaginative task setting, scrupulous analysis, sincere encouragement and constructive criticism. By the end of the course, each class member will have collected a portfolio of work. The program will end with a literary event, at which each student will have the opportunity to read a selection of his/her work. Past co-curricular activities: Jazz Club Poetry Readings, Literary Walks, Literary Festivals.
What is the mass media and how do we relate to it? What is the political role of the press and broadcasting in Britain? What impact does Hollywood have on the British Film industry? What function do the various British newspaper have? This course will explore British media organizations as social, economic and cultural entities and examines specific determinants and processes of production.
Students enrolled in this course will gain an in depth understanding of broadcasting and the film industry, the press and the ‘convergent’ new media of digital television and the Internet. As popular perceptions of the media often revolve around the excitement, glamour, creativity and controversy, this course attempts to separate myths from reality and give students a pragmatic approach of what the British media are about and what working for them entails. Past co-curricular activities: BBC Studios Tour, visit Press Complaints Commission, Print Press Tour of Fleet Street, Guest Speaker from the UK Film Council.
This course uses team oriented sessions to develop the creative skills necessary for solving advertising problems. A cross discipline approach is utilized and “creatives” from various advertising and non-advertising disciplines participate as guest facilitators and speakers.
The course also discusses important writers and, where appropriate, the wider movements of which they are a part. It also discusses plays visited during the course and some fundamental aspects of dramaturgy. This is complemented by closer scrutiny of four texts seen as representative of British theatre’s journey towards its contemporary condition.
Fall 2013 student, Mariana Zimmerman, gives students an inside look into what Travel Writing in London is all about! Check it out below.
All students will enroll in the following two courses for the summer 2015 term.
The course explores the new Britain through a unique balance between classroom instruction by British faculty, guest speakers from all walks of public life, and guided visits to places of both historical and contemporary significance. Students will gain an understanding of British culture and society by examining the history of its major social and political institutions, the cultural values of its peoples and significant contemporary socio-political issues and debates emphasizing the impact the development Visual Media has had on British life.Past co-curricular activities included trips to The British Film Institute, The Tate Modern, The Victoria & Albert Museum, and Greenwich Maritime University.
Many children’s media brands (i.e. Nickelodeon, Disney) have their European headquarters in London, as well as being home to leading animation houses, researchers, ad agencies and production centers. An exciting element of this course will be attendance at the annual UK Children’s Media Conference where students will have an opportunity to meet directly with industry leaders.
Summer 2015: Sherri Hope Culver, Media Studies and Production
Sherri Hope Culver currently serves as Assistant Professor at Temple University in the Department Media Studies and Production. She also serves as the Director of the Center for Media and Information Literacy at Temple. Sherri teaches courses in media management, children’s media and communications. She was awarded the Innovative Teaching Award for the School of Communications and Theater in 2008. Sherri specializes in content development and strategic executive management for children’s media companies and public media.
Sherri has consulted on several initiatives for PBS Kids Sprout, including program development, online standards, advertising policies and on air representations of healthy living. Sherri has also consulted with the Corporation for Public Broadcasting, providing strategic planning leadership to public television stations. Sherri’s commitment to public media is reflected in her almost twenty years serving in leadership positions within public broadcasting. She provided executive leadership at several public television stations, including serving as General Manager (CEO).
Sherri has produced and executive produced over 600 hours of television programming including talk shows, documentaries, town meetings and dramas. She holds a masters degree in Public Culture from the University of Pennsylvania. Her research explored the impact of children’s television on the social development of girls and their ability to form ethnically-diverse friendships. She regularly presents at conferences on issues of media, public media, children’s media and media literacy.
Sherri is co-author of book The Media Career Guide and author of the book, The Television and Video Survival Guide: An Insiders Top Notch Creative and Technical Advice for Your First (or next) Production. Sherri has made numerous television appearances and has hosted several television talk shows, including countless hours of public television pledge pledge drives! Sherri is currently serving her third term as President of the National Association for Media Literacy Education. She resides in Cherry Hill, New Jersey.
Fall 2015: Sheryl Kantrowitz, Advertising
Sheryl Kantrowitz currently teaches Interactive Media, Art Direction, Advertising Campaigns and Portfolio courses. Sheryl also serves as the Faculty Advisor for the National Student Advertising Competition (NSAC). She spent 10 years in the advertising industry honing her skills working for various agencies and personal clients as an art director. She has worked for small branding consultancies as a visual strategist (TONIQ), large NYC agencies launching new products (Grey and Saatchi), and on her own she has worked directly with clients, helping them to redefine their brands from the ground up.
Sheryl believes that innovative thinking is the key to success in advertising. This was her driving force in the industry and now directly translates in her teaching style in the classroom. Strategically driven and creatively focused, Sheryl believes that innovative thinking is the key to success in advertising. She recognizes the importance of balance between beauty and function, and works to instill this in her students.
Sheryl is an active member of the Art Directors’ Club of Philadelphia. She recently spent a semester teaching in London and serving as the Faculty Advisor for the Temple London Study away program. She holds a BFA in Design and Photography from Syracuse University’s College of Visual and Performing Arts.
Fall 2013 student, Robert Monroe, presents an inside look into what the Temple London experience is like for the faculty director, Sheryl Kantrowitz. Check it out below:
Spring 2016: Lori Tharps, Journalism
Lori L. Tharps is an assistant professor of journalism at Temple University. A graduate of Smith College and Columbia University’s Graduate School of Journalism, Tharps spent more than a decade as a magazine professional working on staff at both Vibe and Entertainment Weekly and freelancing for such publications as Essence, Glamour and Interview. Tharps is also the author of two critically acclaimed nonfiction books, Hair Story: Untangling the Roots of Black Hair in America (St. Martin’s) and Kinky Gazpacho: Life, Love & Spain (Atria) and a novel, Substitute Me (Atria).
At Temple, Professor Tharps generally teaches courses in magazine writing and editing as well as two courses in fiction writing. When she was a college student, Tharps spent her junior year studying in Salamanca, Spain. It was a life-changing experience and she encourages all of her students to study abroad if possible. This will be the second time Tharps has served as faculty director of Temple’s London program.