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 continue their key course and begin a new course (or courses) following the mid-semester break.
Each student must enroll in:
- Temple faculty-led course (choose section below)
- Key course (required for study pathway students, recommended for all students)
- 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.
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.
Audience development is central to any successful media venture. In this course we will explore the unique audiences engaged through the popular and varied media outlets in London. From the youthful audiences of Time Out London, to the sophisticated audiences of the live West End Theater, to the trendy audiences of Londonist.com and the ethnic audiences of Bollywood movie theaters– we’ll explore them all. How are specific audiences developed? How does the content change when the audience shifts? How is social media used to engage, create, and grow audiences? Throughout the course we will not only learn about these varied media outlets, but we’ll develop stories and create content that connects to these unique audiences.
Communicating across cultures is challenging. Each culture has set rules that its members take for granted. Few of us are aware of our own cultural biases because cultural imprinting is begun at a very early age, and are often reinforced through popular culture images. In this course students will analyze the various communicative differences and similarities between the U.S. and the U.K. in various pop-culture contexts. By highlighting popular culture as sites of struggle and contestations, as well as the potentialities for bringing cultures together, we analyze the ways through which popular culture is constructed and consumed. Throughout the course we will engage with theory and practice as we question both the assumptions underlying popular representations and our own readings of them.
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 is required for study pathway students and encouraged for internship students.
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.
Who were the Pre-Raphaelites and why were they considered radical? Why did the Romantics revolt against the industrial Age of Enlightenment, and why was Picasso’s influence on early British Modern Art so strong even though he only visited London sparingly? The answer lies in the course “Understanding Art through London’s Collections” which takes you on a cultural journey through modern and contemporary art from its inception in the late 19th century up to the present day.
London houses some of the world’s most famous modern artworks and is one of the major international centres for art so where better to tread the pavements of London’s artistic collective – the Bloomsbury Group – than in the city they critiqued? Where better to study why Cezanne is considered the ‘father of modern art’ than by visiting the Courthauld Gallery to discover his painting’s that influenced the likes of Matisse and Picasso. And let’s not forget that London houses the largest collection of Turners in the world!
Let London become your study canvas to explore the plethora of modern genres housed in its artistic landscape, making weekly visits to museums and galleries where you critically analyse the cross-fertilisation between art and society.
Learn how each era in art reflects society’s notion of beauty and challenges its stereotypes; and how today the young British artists such as Damien Hirst and Tracy Emin are also commentators, a construct, and an influence on modern society.
Possible co-curricular activities: the Courthauld Gallery, Tate Modern, Tate Britain, National Portrait Gallery, the Hayward Gallery, Whitechapel Gallery, Serpentine Gallery, Saatchi Gallery.
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 2016 term.
Summer 2016: Carolyn Kitch, Journalism
Prof. Carolyn Kitch is the Chair of the Department of Journalism, a former magazine editor and writer, and author of several books about magazines and history. She researches and teaches media history, visual communication, and cultural media studies. She is excited to be participating in her seventh Temple London this summer – exactly 20 years after she went on the program as a Temple student.
Fall 2016: Sherri Hope Culver, Media Studies and Production
Sherri is an Associate Professor in the Department of Media Studies and Production, and serves as Director of the Center for Media and Information Literacy (CMIL). The CMIL conducts research and develops creative projects connected to media literacy. The CMIL collaborates internationally with UNESCO and ten other universities globally on media literacy projects. Sherri teaches courses on the media business, media management, and children’s media.
As a consultant Sherri works with children’s media companies to develop quality content, often with an educational focus, and works with media companies on strategic planning and content development. She has 30+ years experience as a producer and media manager. She is author of several books including The Media Career Guide.
Spring 2017: Abbe Depretis, Strategic Communication
Abbe Depretis is currently an Assistant Professor of Instruction in the Department of Strategic Communication. Prior to joining the Temple faculty, Professor Depretis was a Lecturer at Christopher Newport University and a Graduate Assistant at the University of Maryland. Professor Depretis’ area of study is Rhetoric and Political Culture; particularly, she studies Rhetoric and Social Change. Her dissertation area involves the rhetoric of the 1960s and 1970s, and she is currently pursuing research regarding the Chicago Eight Trial of 1969-1970. Previous courses taught include Rhetoric and Social Movements, History of Rhetoric, Argumentation and Public Policy, Debate, Communication and Gender, Strategies and Tactics of Persuasion, Rhetoric and Political Culture, Public Speaking, Rhetorical Theory, Rhetorical Criticism, Public Dialogue in American Communities, and Communication and Film.