Syllabus: Cross-Cultural Communication (Spring 2015)

SISU-140: Cross-Cultural Communication (003)

American University ~ School of International Service ~ Spring 2015

Instructor: Easten G. Law Class Meeting: Mon, 8:55-11:35amEmail: [email protected] Classroom: SIS 333 Office: East Quad Building 208A Twitter: @EastenLaw

Office Phone: 202.885.6578 Office Hours: Tues, 10am-12pm / Wed, 10am-12pm / by appointment

Course Description: Cross-Cultural Communication is an interdisciplinary, interactive class designed to provide an introduction to intercultural questions stemming from the growingdiversity and interconnectedness of the United States and the world. In order to develop a foundational level of cross-cultural competency, this course will challenge students to learnabout the ways people from different cultural backgrounds think, communicate, and behave based on the value systems, worldviews, and narratives that ground them.

The first part of this course is focused on building awareness and a basic understanding of cultural formation, perception, communication, and behavior on the interpersonal level. The second part of the course will emphasize knowledge, building frameworks from established theories in the field for critical analysis and understanding of cross-cultural engagement. The third phase of the course will focus on building the skills needed to apply their knowledge to address issues of dehumanization, cross-cultural conflict, and social integration including issues involving ethnic, racial, gender, and class differences.

SIS-140, Cross-Cultural Communication, is a course in Foundational Area 3, the Global and Cross-Cultural Experience, in the University’s GeneralEducation Program. This Foundational Area focuses on three key

of 24

mailto:[email protected]

learning objectives:

o Explore those habits of thought and feeling that distinguish regions, countries, and cultures from one another.

o Discuss, in comparative and cross-cultural perspective, the concepts, patterns, and trends that characterize contemporary global politics.

o Develop your capacity to critically analyze major issues in international and intercultural relations, especially how categories of difference are organized within and across cultures and how they affect political systems.

Of the eight primary learning outcomes emphasized in the General Education Program, this course focuses on developing the following three:

o Communication Skills : Interchanging ideas and information throughwriting, speech, and visual and digital media.

o Critical Inquiry: Systematic questioning and analysis of problems,issues, and claims.

o Diverse Perspectives and Experiences: Acquiring knowledge and analytical skills to understand a variety of perspectives and experiences, including those that have emerged from the scholarship on age, disability, ethnicity, gender and genderidentity, race, religion, sexual orientation, and social class.

The assignments and assessments required in this course will foster, monitor and evaluate these learning priorities. By the end of the semester, students should be able to identify and articulate how they have grown in these six areas. For a more detailed explanation of how this course fulfills General Education objectives and learning outcomes, please see Appendix A.

of 24

Course Objectives: As a foundational course in the School of International Service, this course is intended to prepare you forcritical and effective service in the global context. studies will emphasize both theory and practice to facilitate holistic academic and personal growth in the knowledge, skills, and attitudes necessary for successful engagement across cultures.

Knowledge: a) Understand foundational elements in cross-cultural studies on how cultural formation impacts identities and relationships interpersonally, between groups, and internationally. b) Explore how these theories impact different groups based on values, behaviors, region, class, race, gender, ethnicity, etc... c) Explore how cross-cultural communication is effectively used and applied in various vocations and fields of study.

Skills: d) Consider existing and potential strategies for enhancing appreciation and concern for different cultures. e) Recognize and address potential cultural conflicts, including barriers to effective communications. f) Develop critical thinking regarding intercultural relations in orderto better analyze and understand complex contexts.

Attitudes: g) Build intercultural awareness through a sense of humility, empathy, and respect for diversity and difference.h) Encourage curiosity for further learning and experience in the intercultural field. i) Lay the foundational groundwork for doing work and service across cultures with integrity.

Student Learning Outcomes: The International Communication department has formulated specific learning outcomes for all sections of SIS:140. Upon completion of the course, students will be able to...

o …define cross-cultural communication as a field o …demonstrate mastery of basic concepts of culture and of the

fundamentals of cross-cultural awareness including race, gender, class and cultural phenomena

o …understand the dynamics of cross-cultural adaptation

of 24

o …understand the impact of culture on verbal and non-verbal communication

o …demonstrate cross-cultural, analytical and interpretive competency/skills

o …demonstrate the ability to analyze and interpret multicultural and immigrant experience

For a more detailed explanation as to how course structure and assignments fulfill the international communication program’s stated learning outcomes, see Appendix B.

Course Pedagogy, Procedure, and Policies: Given the nature of the subject, this course emphasizes theory in practice with priorities on personal, critical reflection (awareness), academic engagement (knowledge), and experiential learning (skills).

To foster personal and critical reflection, muchof our class time will be spent in discussion. It is important that you bring your ideas and questions to class with you and share them with others in the class. I will strive for an atmosphere where every student participates and receives the constructive and respectful response of other students. Dialogue will operate based on the four foundational principles of Inclusion, Respect, Integrity, andParticipation. These principles extend not onlyin relationship between student and professor but also between classmates. Part of your

participation grade is determined by how well I can see these traits embodied in our class sessions. Certain assignments and class activities will also be given with a focus on building a deeper self-awareness of your own cultural values, behaviors, andworldview. I place a high value on your ability to critically evaluate your own identity in relation to what we arelearning and the challenges the material presents.

In order to deepen academic knowledge and engagement,readings from a variety of primary and secondary

of 24

sources will be assigned to give students a comprehensive survey of the cross-cultural field. This knowledge will be evaluated through traditional examinations focused on identifying definitions and theoretical models as well as research projects that connect theory to current events and case studies through careful analysis. Students are expected to read assigned material ahead of class meetings and come with thoughts and questions prepared for discussion. As a facilitator, I can usually tell the difference between someone who has read the material and does not understand it versus the one who did not read it at all. Students must understand that class time is meant for engaging material, not reviewing it.

In order to begin building the necessary skills for competent cross-cultural engagement, a number of experiential learningactivities including cross-cultural simulations, roundtable discussions on controversial issues, community engagement projects, interviews, and reflective journaling. Understanding theory requires far more than reading and writing, but also doing through observation, speaking, and

action. This is especially true when seeking to study and understand the influential reach of culture on communication and conflict. One cannot simply know cross-cultural dynamics, one must experience them. Only through experience can true competency and skill in intercultural affairs be formed. While there is no real substitute for immersion (consider an authentic study abroad program), this course hopes to simulate and engage some of these dynamics. Students are expected to be as engaged (if not more) with the experiential dimension of the work as theywould theory itself.

of 24

To build truecapacity in cross-culturalcommunication, onemost take a holisticapproach tolearning. Aholistic approachmeans facilitating acourse of study thatrequires students tobe engaged viamultiple learningstyles and to investquality time and attention (See Learning Pyramid Diagram). Whilethis course will certainly be interesting and eye opening, it will also be demanding. This is not a course focused on passive teaching methods, but active ones.

David Kolb, Professor of Organizational Behavior at Case Western Reserve University, states, “Learning is the process whereby knowledge is created through the transformation of experience. Knowledgeresults from the combination of grasping experience

and transforming it.” As such, the overarching pedagogy of this course is intended to be more than educational, but to be

of 24

transformative: encouraging students to internalize a process of learning, practice, experience, and reflection that repeatedly challenges all of us (the instructor included) to engage the world’s differences in an intentional and critical way.

of 24

Attendance Policy: This course requires a large amount of student preparation and participation. Those who do not accomplish both will not do well. Class attendance is taken regularly and punctuality is expected. Part of the college experience is learning to manage your time and take responsibility for your choices. Therefore, you are responsible for your attendance and for finding out what you may have missed during any absences. Due to its disruptive and voluntary nature, chronic tardiness will also be treated as absence. I allow a maximum of two absences during this course without penalty. Any more will result in a letter grade deduction pending exceptional circumstances. If you have an emergency circumstance, please notify me before class via email and provide documentation when possible.

Please review the various assignment dates noted in this syllabus. If you find any dates that conflict with your religious observances please consult with me immediately to ascertain if alternative options are mutually acceptable.

Technology Policy: Extra readings, class presentations, and other items will be made available through emails and our Blackboard site at blackboard.american.edu. In addition to Blackboard, I will be utilizing Facebook Groups (“SISU:140-003-2015S Cross-Cultural Communication”) as an additional resource for facilitating discussion and sharing information. I will send outthe link to our class facebook group during our first week of lecture. Facebook postings and discussions will count as part ofthe participation grade for the course.

For Cross-Cultural Communication classes, face-to-face learning is essential. Therefore, per IC Program standards, no IT devices/mobiles will be allowed in the classroom. There may be occasional class sessions when I will allow laptops in class for researching information, double checking content, or referencing online documents. If this privilege is abused, I will ban laptopuse all together. Failure to comply with this policy will result in the deduction of participation points. If you would like me

of 24

http://www.blackboard.american.edu/

to consider an exception to this policy, please see me individually to discuss.

Environmental Policy: This course is certified as a Green course bythe Center for Teaching, Research, and Learning. This means the instructor emphasizes conservation and sustainability in his/her practices. As such, class materials and assignments are typically distributed and collected digitally. Practically speaking, this means each of you must keep a keen eye on our blackboard site, facebook group, and your own email inbox for news and class materials.

To help make our class as green as possible, I encourage you to buy used books, minimize paper use by submitting assignments electronically as instructed, and read course readings online rather than printing copies. If you choose to print, please printdouble-sided, and recycle the paper after the end of the semester.

In addition, I expect each of you to submit your class assignments digitally by email to [email protected]. However, given the volume of assignments turned in on any given due date, I also expect assignments to be labeled in a very specific formatso I can remain organized.

First, the subject line of your email must contain your name, course section number, and the assignment title. For example: “John SampleName, 5, Interview.”

Secondly, the name of the file itself must begin with your last name followed by the title of your assignment. For example: “SampleNameInterview” or “SampleName_selfanalysis.”

I will reply to your email to let you know I have received your assignment within 48 hours of the due date. If you do not followthe above format, I will remind you once without any deduction. If future assignments come in unformatted I will take a minor deduction

of 24

Required Texts/Materials: Hall, Edward, Beyond Culture. New York, NY: Anchor Books,

1977.(ISBN-10: 0385124740) Hofstede, Gert Jan, Paul B. Pederson, Geert Hofstede,

Exploring Culture: Exercises, Stories, and Synthetic Cultures. Boston, MA: Intercultural Press, 2002. (ISBN-10: 1877864900)

Weaver, Gary, Intercultural Relations: Communication, Identity, and Conflict. Boston, MA: Pearson Learning Solutions, 2013. (ISBN-10: 126961617)

Fadiman, Anne, The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. New York,NY: Farrar, Straus and Giroux, 1998. (ISBN-10: 0374525641)

Additional readings, articles, and videos from academic journals, periodicals, and credible media organizations addressing specific issues within the course will also be distributed via Blackboard/email throughout the semester.

Be sure to browse both local and global newspapers throughout the semester to keep up with news and events thatcarry relevancy to our studies and work. In addition to sources like The Washington Post or New York Times, considerinternational papers and non-traditional media such as credibly maintained blogs and video reports from YouTube.

Course Requirements & Assignments: The assignments for thiscourse are structured to ensure your involvement in the learning process and evaluate your progress from a holistic standpoint covering both stated learning outcomes and general education learning priorities. More detailed rubrics reviewing specific expectations for each assignment will be distributed throughout the semester.

A Note Concerning Late Work: I do accept late submission of work, operating on a “better late than never, but better never late” policy. However, expect significant deductions based on how late the work is. I reserve the right to deduct however muchI feel is appropriate in relation to the quality of the specific

of 24

assignment and your overall performance during the semester. This can be as much as little as 5%-10% or as high as 50-75%.

Course Engagement & Participation (20%) ~ Given the nature of the seminar, discussion of texts and ideas is imperative for meeting learning objectives. Discussion in class will reveal your ability to engage text, ask questions, listen, and explore new perspectives while articulating your own. During seminar discussions, I will be looking for understanding of text, ability to ask relevant questions, and respectful listening as indicators of engagement. However, I recognize not all students are comfortable speaking up in class. Facebook posts can be utilized to display engagement. If you are not speaking up in class, I will have higher expectations for your written participationwork. As the seminar moves along, discussions will requireincreasing personal reflection and preparation beforehand demanding maturity, humility, sensitivity, and honesty. Thegoal of these discussions is to personally touch upon the tensions that exist in real intercultural dialogues and to create a space that facilitates both tolerance and empathy.

o Facebook Group Engagement ~ A Facebook group will be utilized in this course as a means of digital conversation and sharing. You will be required to share one item on the group page of relevancy to coursematerial during your assigned week and respond to two of your classmate’s postings at some point in the semester. I expect to see you engaged in one another’spostings by commenting/liking. Facebook discussion will be treated as an extension of class discussion, especially for those who do not speak regularly in class.

o Reading Responses ~ I expect each student to come to class with three points: one point they found particularly interesting and one question for follow upon, and one area of application. You must complete a total of 5 reading responses to gain full credit. At

of 24

the beginning of each class I may call several studentsat random to share their question and point and ask forfeedback from the class as a whole. Reading responses are to be posted to the Facebook Group on a designated thread before class begins.

Throughout the course, multiple activities will also be conducted to give students experiential opportunities to apply what they have learned in class. Full participation of every student is required for these simulations to be successful. Feelings of frustration that can come with some of these simulations go hand and hand with issues of cultureshock, social norms, and cultural observation skills. Even more, they can be a lot of fun.

Cultural Self Analysis Essay (15%) ~ This essay will provide an opportunity to apply cultural concepts and dimensions to your personal life by articulating your self-identity through narrative, the perceived sources of your values and worldviews, and culturally preferred communication styles. It also seeks to improve your cross-cultural capacity for the future. This essay should be a total of six double spaced pages.

Cross-Cultural Interview Report (15%) ~ This assignment compliments the self analysis essay by requiring you to select a person that is of a different cultural background than yourself andinterview them to learn about these differences and how theyaffect communication styles. Upon completion of the interview, a report should be written mirroring some of the same topics addressed in your own self-analysis essay such as narrative, values, and behaviors with the addition of a section on how this person’s cultural norms compare with your own. The paper should be six double spaced pages.

Mid-Term Exam (10%) ~ The mid-term exam will be a traditional examination consisting of True/False, Multiple Choice, Matching, and Case Study Analysis questions covering materials from both readings and lectures. The exam is focused on testing foundational material vital for expandingour discussion and study in the second half of the semester.

of 24

DC Neighborhood Engagement Project (20%) ~ The District of Columbia is experiencing some of the fastest urban renewal/gentrification in the entire country. In the midst of these dramatic economic changes come shifts in populationdemographics along lines of race, culture, and social-economic class leading to inevitable conflict and concerns. This project will provide you the opportunity to strengthen your collaborative skills in a group setting while studying a specific neighborhood in DC with a focus its’ cultural history and the intercultural challenges it faces. The project consists of three assignments:

*First Impression Essay: This short response will be due after your initial visit to the neighborhood. It should explore your initial impressions as well as why those impressions may have emerged based on your own cultural background and standpoint. The essay will be posted on our Facebook Group for group reflection and should include a picture or two taken during the visit.

*Extension Project: Each person will create an individual “Neighborhood Extension,” a creative piece that communicates yourown perception and experience of the neighborhood. In the past, students have written poetry, composed songs, created collages and paintings, and conducted historical research ona topic of interest.

*Neighborhood Profile & Group Presentations: In small groups, you must aggregate your collective research, perceptions, and experiences of the neighborhood into a collective “Neighborhood Cultural Profile,” a newsletter that highlights the role of context and history in the neighborhood’s cultural norms and conflicts. This profile will also be presented to your classmates in a short 10-minute presentation. The profile/presentation should be organized in the following sub-sections based on research coupled with experiences from observations/activities conducted in your assigned neighborhood as explained below:

• Neighborhood History & Narrative: Visit Cultural Tourism DC’ssite on Historic Neighborhoods

of 24

(http://www.culturaltourismdc.org/things-do-see/historic-neighborhoods) and review the history of the neighborhood. Does your experience match the narrativeor is there dissonance?

• Statistical Demographics (Population, Race, Income, etc): Go to Neighborhood Info DC (http://www.neighborhoodinfodc.org/) and look up the info for your “neighborhood cluster.” Consider the demographic changes over time and how your experience of the neighborhood reflects these changes.

• People (Behaviors & Relationships): Sit down somewhere in the neighborhood with a good view and just people watch for 10-15 minutes. Keep your observations in a journal. Note the kinds of people walking about and how they interact, how they gather, what they are doing.

• Space & Time (Environment): Take a walk around the neighborhood and pay attention to space: Is it crowded? Where are the open or closed spaces? What kinds of architecture are present and what does that say about the neighborhood? Also note your sense of time in the neighborhood. Do things move fast or slow?Perhaps both, but it may be dependent on specific groups of people or the time of day.

• Important Institutions & Extensions (Symbols): Note what typesor organizations exist within the neighborhood, the kinds of stores, parks, buildings, artwork on the walls. What do these all symbolize for the neighborhood?

• Interviews & Perceptions: Introduce yourself to a few people on the streets a student doing some research about perceptions of the neighborhood and ask one simple question “what do you think about the neighborhood?” Try and ask a diversity of people and note how their social location frames their perception.

of 24

http://www.neighborhoodinfodc.org/

http://www.culturaltourismdc.org/things-do-see/historic-neighborhoods

http://www.culturaltourismdc.org/things-do-see/historic-neighborhoods

Final Portfolio Review (20%) ~ Critical reflection is a vital part of cross-cultural competency. Instead of a traditional final examination, your last assignment will be a portfolio review of all previous assignments completed in this course from your self-analysis to your neighborhood immersion through a series of questions assessing integration of knowledge, practice, and character based on a the intercultural competency and knowledge rubric created by theAssociation of American and Colleges and Universities. (See Attached)

Summary of Assignments:

Course Engagement & Participation- Facebook Post & 2 Engagements- 5 Reading Responses

20%

Cultural Self Analysis Essay 15% 9 Feb

Cross-Cultural Interview Report

15% 23 Feb

Mid-Term Examination 10% 2 Mar

DC Neighborhood Engagement Project-First Impression Essay* -Neighborhood Profile & Presentation-Neighborhood “Extension”

20% 23 Mar

13 Apr

Final Portfolio Review 20% 4 May

Total 100%

of 24

Tentative Schedule:Week Seminar Topics Reading Due Assignment Due12 Jan

Welcome & Expectations

19 Jan

MLK Jr. Day

26 Jan

Basics of Culture & Communication

-Weaver: Sec 1 (p. 1-33) Sec 2 (p. 67-79)-Hofstede: Ch 1-4

Personal Extension

2 Feb Dimensions & Models for Cultural Analysis

-Martin & Nakayama*-Hall: Ch 1-3, 5

9 Feb Cultural Adaptation (Simulation Activity)

-Weaver: Sec 4 (135-168)-Hall: Ch 6-8

Self-AnalysisEssay

16 Feb

Context, Situation, & Action Chains(Case Study Work)

-Hall: Ch 9-11-Hofstede: Ch 5

23 Feb

Culture & Identity: TCKs & MulticulturalPersons

-Weaver: Sec 5 (195-213)-Adler*-Bennett*

Interview Report

2 Mar Mid-Term Exam

9 Mar SPRING BREAK

16 Mar

Intercultural Relations &

-Sorrells*-Crenshaw*

of 24

Globalization(Case Study Work)

-Fadiman: 1-5

23 Mar

Migration & Global/Intercultural Citizenship

-Vargas*-Van Leeuwan*-Fadiman: 6-10

Neighborhood First Impression Essay

30 Mar

Intercultural Dynamics of Social Integration

-UN Briefings*-Fadiman: 11-15

6 Apr Intercultural Identity

-Fadiman: 16-19-Sparrow*-Mendoza, et al*

13 Apr

Neighborhood Pres & Extensions

20 Apr

Intercultural Conflict & International Relations

-Huntington*-Weaver: Sec 6 (233-249)

27 Apr

Conclusions: Intercultural Praxis

-Hall: Ch 14-15

4 May Final Exam Date Final Portfolio Review

*reading will be posted on Blackboard

Evaluation Criteria: Specific criteria for each assignment will be discussed in class. General grading for each assignment include content, analysis, and style.1) Content:

of 24

Does the paper/presentation cover all of the relevant issues? Does the paper/presentation portray these issues accurately? Does the paper/presentation make use of concepts discussed

during the semester? Is the paper/presentation organized in a way that leads the

reader along easily, including introduction, a clear thesis,body, and conclusion?

2) Analysis: Does the paper/presentation approach the topic creatively

with strong argumentation? Does the paper/presentation make insightful connections

between academic theory, personal experiences, and real world contexts?

Does the paper/presentation consider all sides of the topic taking diverse perspectives into account?

3) Style: Written Assignments

o All SISU 140 sections require the use of Turabian as the format for written work for this class.

o Papers are typed, double-spaced, 12 size font, with 1 inch margins.

o Papers are stapled in the upper left-hand corner.o Pages are numbered.o Papers conform to the assignment’s length requirements.o Paper will be proofread and will be free of grammatical

and spelling errorso Papers will have a title, introduction, body, and

conclusion. Presentations

o Does the presenter speak clearly to the audience and not to the paper/powerpoint?

o Does the presenter share relevant information in a logical and topical way.

o Does the presenter show interest and investment in whatis being presented?

o Does the presenter engage the audience with questions for discussion?

of 24

o Does the presenter work within the given time-limits?

Evaluation Standards: At the semester's end, you will receivea numbered percentage grade which will translate to a letter grade as follows:

A 94-100 A- 90-93B+ 87-89 B 83-86 B- 80-82C+ 77-79 C 73-76 C- 70-72D 60-69 F 59

>

A - Indicates superior work (exhibits originality, clarity of exposition, precision, and depth as well as mastery of course content)

B - Indicates good work (content of course firmly in control and handled with some mark of distinction)

C - Indicates competent work (control of course content is evident)

D - Indicates less than competent work (deficiencies in either control of course content or in written English)

F - Indicates failure to meet requirements satisfactorily

I reserve the right to adjust final grades depending on individual factors, including, but not limited to: perfect (or inadequate) class attendance, and exceptional (or disappointing) contributions to our discussions.

EARLY WARNING NOTICESUndergraduate students may receive Early Warning Notices within the first month of classes. These notices are designed for you to contact your faculty, receive assistance, and develop strategies to improve your performance in the class. Please notethat you should seek help throughout the semester when you have questions, fail to submit an assignment, fail to attend class, orreceive an unsatisfactory grade.

of 24

Academic Integrity Code: Standards of academic conduct are set forth in the University’s Academic Integrity Code which can be found at http://www.american.edu/academics/integrity/ code01.htm. It is expected that all assignments will be completed according to the standards set forth in this code. By registering, students have acknowledged awareness of the Academiccode and are obliged to become familiar with their rights and responsibilities as defined by the Code. Violations of the Academic Integrity Code will not be treated lightly, and disciplinary action will be taken should such violations occur. Please see me if there are any questions about the academic violations described in the Code in general, or as they relate toparticular requirements for this or any other course or work at American University.

Disabilities & Special Needs: If you experience difficulty in this course for any reason, please do not hesitate to consult with me. In addition to the resources of the department, a wide range of services is available to support you in your efforts to meet the course requirements.

Academic Support & Access Center (202.885.3360, Mary Graydon Center 243) offers study skills workshops, individual instruction, tutor referrals, and services forstudents with learning disabilities. Writing support is available in the ASC Writing Lab or in the Writing Center, Battelle 228. The Center also offers technical and practical support and assistance with accommodations for students with physical, medical, or psychological disabilities.

Counseling Center (202.885.3500, Mary Graydon Center 214)offers counseling and consultations regarding personal concerns, self-help information, and connections to off-campus mental health resources.

of 24

If you qualify for accommodations because of a disability, pleasenotify me in a timely manner with a letter from the Academic Support and Access Center so that we can make arrangements to address your needs.

AU Emergency Preparations: In the event of a declared pandemic (influenza or other communicable disease) (or other emergency), American University will implement a plan for meetingthe needs of all members of the university community. Should theuniversity be required to close for a period of time, we are committed to ensuring that all aspects of our educational programs will be delivered to our students. These may include altering and extending the duration of the traditional term schedule to complete essential instruction in the traditional format and/or use of distance instructional methods. All faculty members will design alternative means of completing classes. Specific strategies will vary from class to class, depending on the format of the course and the timing of the emergency. I will communicate class-specific information to students via AU e-mail and/or Blackboard, while you must inform me immediately of any absence due to illness or emergency. Students are responsible for checking AU e-mail regularly and keeping themselves informed of emergencies. In the event of a declared pandemic or other emergency, you should refer to the AU Web site (www. prepared. american.edu) and the AU information line at 202.885.1100 for general university-wide information. ANDcontact your faculty and/or respective dean’s office for course and school/ college-specific information.

of 24

APPENDIX A. GENERAL EDUCATION AND AREA-SPECIFIC LEARNING OUTCOMES

LEARNING OUTCOMES

GenEd Area 3

DESCRIPTIONOFLEARNING OUTCOME

DEGREE OF CONNECTIONBETWEEN LEARNING OUTCOME AND SIS 140

LEARNING EXPERIENCES AND ASSESSMENT MEASURES USED IN SIS 140

II -B

Communication Skills – Interchanging Ideas and Informationthrough writing, speech, and visual anddigital media

Strong To assess your progress towards this objective, the course will include extensive weekly group discussions to interchange ideas, as well as intrapersonal evaluation, interpersonalinterviews, and group class presentations; in addition you will have several opportunities to demonstrate your understanding of course subjects in a written exam, casestudy analyses.

II -C

Critical Inquiry – Systematic questioning and analysis of problems, issues and claims

Strong In particular, the case study essay, neighborhood immersion, and cross-cultural conflict study will be the basis for an assessment of your abilities and progress in critical thought and assess how you articulate your own conclusions regarding the material covered, and the degree of creative reconciliation solutions.

II -C

Diverse Perspectives and Experiences – Acquiring knowledge and analytical skills to understand a variety of perspectives and experiences, including those that have emerged from the scholarship of age, disability, ethnicity, gender and gender identity, race, religion,sexual orientation andsocial class

StrongWe will have observed you in class during the in-class group discussions that will cover many of the subjects listed and as such note your progress in terms of demonstrated respect for others’ viewpoints, in addition to yourprogressive digestion of course materials. In addition, the written exams and homework assignments will have provided a measure of your understanding of the concepts presentedand the opinions offered by book and article authors, etc. Self Analysis, Interview, and Neighborhood Immersion assignments apply this content on the personal, interpersonal, and societal levels. Roundtable discussions in class also address these issues.

3-1

Cultural Difference - Explore those habits ofthought and feeling that distinguish regions, countries, and cultures from one another

Very strongYou are expected to explore a culture other than your own in your interview assignment; furthermore the final exam will require you research a cross-cultural conflicting pertaining to the cultural characteristics of one of fivemajor regions around the world. Class discussion and weekly assignments will offer the opportunity to explore

of 24

cultural difference on a weekly basis, while your contributions will be assessed in Class Participation.

3-2

Global Politics - discuss, in comparative and cross-cultural perspective, the concepts, patterns, and trends that characterize contemporary global politics

Very strong Class discussion, weekly assignments, and cross-cultural case studies specifically address how cultures compare and will offer an opportunity for the student to demonstrate his/her understanding of how cultural orientations impact global/regional andlocal country/culture politics.

3-3

Culture and International Relations - Develop your capacity to critically analyze major issues in international and intercultural relations,especially how categories of difference are organized within and across cultures and how they affect political systems

Very Strong This course frames Cross-Cultural Communication from an International Relations focus on how cultural norms impact and shape global engagement. Internationally focused case studies and locally based service learning projects will highlight relationship between culture and political systems and trends. All course requirements aredesigned to assess the student’s progress in understanding this relationship and develop a foundation for all other International relations study subjects.

*This frame for evaluation of course objectives and learning outcomes is courtesy ofinstructor, Bram Groen.

of 24

APPENDIX B. SISU 140-SPECIFIC LEARNING OUTCOMES AND ASSESSMENT MEASURES

*This frame for evaluation of course objectives and learning outcomes is courtesy ofinstructor, Bram Groen.

of 24

DESCRIPTION OF LEARNING OUTCOMES

LEARNING EXPERIENCES AND ASSESSMENT MEASURES USED IN SIS 140

Acquiring knowledge of fundamental frameworks and premises that define the field of cross-cultural communication

The written midterm and essay on a key case study text serveas the primary evaluation tools for assessing basic knowledge of theories in this field. Weekly reading reportsand discussions applying contact to current events will alsoreinforce and indicate how much you have learned about this field and its scholarly underpinnings.

Demonstrate mastery of basic concepts of culture as aconcept and of the fundamentals of cross-cultural awareness including race, gender, social class andcultural phenomena

Roundtable discussions in class, the neighborhood immersion research project, and the cross-cultural conflict case studyanalysis all require students to evaluate issues of race, gender, and social class in real life settings.

Understand the impact of culture on verbal and non-verbal communication

In addition to class instruction on this subject, you will have been observed in class regarding your verbal and non-verbal interactions with peers of other ethnic/cultural origin and your learning progression in this regard. Furthermore, the Neighborhood Immersion Project will have demonstrated your ability to interact with others who have adifferent cultural perspective/origin.

Demonstrate the ability to analyze and interpret the multicultural and immigrant experience

Your knowledge and understanding of assigned reading materials will have been tested through your application of multiculturalism/immigration issues and concepts during roundtable discussions, analysis of neighborhood change in DC, and case studies. Observation of your involvement in class discussions and presentations will add to this assessment.

Demonstrate cross-cultural, analytical and interpretive competencies/skills

Weekly class discussions, group presentations, case study analysis, as well as cross-cultural simulations will be the primary sources of assessment regarding your progression in acquiring cross-cultural skills and competence.

Understand the dynamics of cross-cultural adaptation

This subject will be assessed through your performance in all six course requirements as well as the evaluation methods indicated above, as this subject entails not only subject knowledge, but also demonstrated understanding and cross-cultural sensitivity.

Syllabus: Cross-Cultural Communication (Spring 2015)

Documents

Transcript of Syllabus: Cross-Cultural Communication (Spring 2015)