SEMESTER AT SEA COURSE SYLLABUS. Colorado State University, Academic Partner

Transcription

1 SEMESTER AT SEA COURSE SYLLABUS Colorado State University, Academic Partner Voyage: Fall 2018 Discipline: Communication Studies Course Number and Title: SPCM 434 Intercultural Communication Division: Upper Faculty Name: Nan Sussman Semester Credit Hours: 3 Meeting: B Day, , Lido Restaurant Prerequisites: One (1) college composition course OR any undergraduate English course AND completion of no fewer than 30 credits COURSE DESCRIPTION We live in a global world. Regardless of where you reside, your course of study or your intended career, you will be working and living with people who have different values, norms and communication styles. In this course, you will be introduced to the wide range of global diversity in communication channels, settings and actors through the lens of intercultural communication theories. Foundations of communication style (e.g. ecology, demographics, cultural values, religious beliefs) will be explored so that you will better understand culturebased conversational, linguistic and nonverbal communication patterns. These concepts will be applied to different communication settings such as the classroom, workplace, health care and diplomacy as well as to the development of more intimate intercultural relations. Ethical considerations regarding intercultural communication will be discussed. We will analyze case studies, films, intercultural training materials and negotiation and diplomatic bloopers. LEARNING OBJECTIVES: 1. To understand intercultural communication theories and concepts and the relevant vocabulary of the discipline 2. To explore cultural self-awareness in communication and to prepare you to communicate sensitively with people from different cultural backgrounds and styles 3. To learn and practice intercultural research methods 4. To investigate Chinese values and communication styles and apply that knowledge through the field class and other port visits in which Confucian teaching has been foundational (e.g. China, Japan, Myanmar, Vietnam) 5. To critically reflect and process port experiences throughout the voyage. 6. To make global travel more meaningful

2 REQUIRED TEXTBOOKS 1. AUTHOR: Martin, J.N. & Nakayama, T.K. Intercultural Communication in Contexts PUBLISHER: McGraw Hill Education ISBN#: ISBN13: ** DATE/EDITION: 7 th edition, 2018 (Referred to as MN in course schedule) 2. AUTHOR: Reid, T. R. Confucius Lives Next Door PUBLISHER: Penguin Random House ISBN#: *** DATE/EDITION: AUTHOR: Fadiman, A. The Spirit Moves You and You Fall Down PUBLISHER: Macmillan/ Farrar, Straus & Giroux ISBN: DATE/EDITION: AUTHOR: Delisle, G. Burma Chronicles PUBLISHER: Macmillan ISBN: DATE: 2010 ** This is a loose-leaf version. Please bring a three-ring binder for the text and other courserelated articles and assignments. *** Students may need to purchase this book through Amazon as I am uncertain whether it is still in print. Additional Readings will be provided by the Instructor TOPICAL OUTLINE OF COURSE Class Topic Assignment/Activity B1 September 12 B2 September 14 Introduction to course objectives. Introductory intercultural exercises Why Study ICC? What is culture? What is American Who am I as an intercultural being? Film: Chairy Tales MN chapter 1

3 culture? What is your culture? Miner, H. (1956) Body Ritual Among the Nacimera. American Anthropologist, 58, September B3 September 20 In Barcelona/Valencia, Spain Cross-cultural training Strategies: Culture General framework; developing Critical Incidents Film: American Social Behavior: Sources of Cross-cultural Misunderstanding Cushner and Brislin Chap 1, 2, 5 Brislin, R. (2002). Encouraging Depth Rather than Surface Processing about Cultural Differences Through Critical Incidents and Role Plays. Online Readings in Psychology and Culture, 7(1). B4 September 22 Approaches to studying ICC; Hofstede Cultural Dimensions MN Chapter 2 Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture, 2(1). September 23 Study Day no class B5 September 25 Culture, Communication, Context & Power MN Chapter 3 Cultural Self-Analysis due September In Tema/Takoadi, Ghana B6 October 1 Nonverbal Behavior MN Chapter 7 Sussman, N.M. and Rosenfeld, H.M.(1982) Influence of Culture, language and sex on conversational distance. Journal of Personality and Social Psychology, 42,

4 October 2 Community Programming no class B7 October 4 Language and ICC MN Chapter 6 B8 October 6 Identity and ICC MN Chapter 5 p Film: Invictus October 7 12 In Cape Town, South Africa B9 October 14 October 16 B10 October 17 October 19 B11 October 20 Development of two critical incidents Study day no class History, Colonialism and ICC In Port Louis, Mauritius Understanding Intercultural Transitions: immigrants, refugees, adaptation Drafts of incidents due; review and revise MN Chapter 4 MN Chapter 8 Sussman, N.M. Sojourners to Another Country: The Psychological Roller-Coaster of Cultural Transitions. Online Readings in Psychology and Culture, 8(1). CI # 1 and 2 due October 21 Study day no class B12 October 23 Cultural Transitions cont Case study India (Storti book on reserve) Film: Monsoon Wedding or Outsourced October October 31 In Cochin, India Reflection & Study Global Studies Reflection Intracultural communication B13 November 1 Chap 5 p Case study Burma Delisle book B14 November 3 Mid-term examination Mid-term examination November 4 8 In Yangon, Myanmar B15 November 10 Intracultural comm. Cont. Case study - Vietnam November 11 Community Programming no class B16 November 13 Communication and Intercultural Relationships MN Chapter 10 Film: A United Kingdom or Big Sick November In Ho Chi Minh City, Vietnam B17 November 20 ICC in Context: Conflict MN chapter 11

5 CI# 3 due November 21 Study day no class B18 November 23 Cultural foundations: East vs. West Case study China and Japan Reid Book November In Shanghai, China Required Field Class (11/29) B19 December 1 ICC in Context: Sports and Popular Culture MN Chapter 9 Film: American Game, Japanese Rules or Zen of Bobby V December 2 6 In Kobe, Japan B20 December 8 Comparative ICC Student Presentations B21 December 10 Comparative ICC Student Presentations B22 December 12 Comparative ICC Student Presentations December 12 (#2) Study day no class B23 December 14 MN Chapter 12 Intercultural Competence Bennett and Bennett (2004) Developing Intercultural Sensitivity (in Handbook of Intercultural Training, pp ) Kinzer, A Hell of a Time at the Palace (In Overthrow, pp. 9 30) CI #4/Field Class Assignment due December 16 In Honolulu B24 December 17 ICC in Context: Health Fadiman book December 18 Study day no class B25 December 20 Final Examination Final Examination December 23 Arrive San Diego FIELD WORK Semester at Sea field experiences allow for an unparalleled opportunity to compare, contrast, and synthesize the different cultures and countries encountered over the course of the voyage. In addition to the one field class, students will complete independent field assignments that span multiple countries. Field Class & Assignment The field class for this course in on Thursday, November 29 in Shanghai, China.

6 Field Class attendance is mandatory for all students enrolled in this course. Do not book individual travel plans or a Semester at Sea sponsored trip on the day of your field class. Field Classes constitute at least 20% of the contact hours for each course, and are developed and led by the instructor. Intercultural Communication in China: Researching it and Observing It LOCATION: The Intercultural Institute at Shanghai International Studies University Description: This institute was the first of its kind in China to research intercultural communication and to train Chinese graduate students for academic and applied careers. We will visit the institute and spend a half-day with faculty and students. I have lectured there and know the faculty well. We will also visit either a local elementary school or a traditional medicine hospital. This experience will provide you with an excellent opportunity to observe elements of Chinese culture, patterns of communication, relationships between superior-subordinate, and physical space. Objectives and Assignment: You will be evaluated in this Field Class by (1) your active participation in the day s interactions/observations (2) a written 2 3 page reflection on their experiences during the Field Class related to the topics covered in class and readings completed in preparation for the Field Class (e.g. Confucius Lives Next Door) and (3) preparation of a Critical Incident (part of the more comprehensive Critical Incident Assignment) based on the Field Class observations and experiences. Due date: B23, December 14 Independent Field Assignments Your Port visits will serve as an opportunity to conduct comparative observations on a communication topic covered in class. Select at least three countries (one of which will be the country of the Field Class) to develop Critical Incidents that will be used as an intercultural communication training instrument. See the details about this assignment in the course assignments section. METHODS OF EVALUATION / GRADING SCALE GRADING SCALE Course Requirements (each of these will be discussed in greater detail in class) 1. Cultural Self-Analysis (5%) 2. Critical Incidents (4) (20%) 3. Mid-term (20%) 4. Presentations: Comparative Intercultural Communications (20%) 5. Field Class Reflection essay (10%) 6. Final (20%) 7. Participation (5%) Cultural Self-Analysis will provide you with an opportunity to reflect on your cultural identity/identities. In a 2 3 page essay, you will explore your cultural roots, transitions,

7 hybrid or bi/multi-cultural traits. How are these cultural attributes manifested in how you communicate, form relationships, and think (e.g. make decisions, plan, interpret behavior of others)? Does your behavior change or modify when you are in different settings (e.g. home, school, work) or with different people (e.g. family, friends, professors). DUE B5, 5% Development of Critical Incidents are a significant portion of the course assignments. Your experience in the various ports will form the basis for the development of four incidents, one of which will focus on Shanghai, China, site of our Field Class. The incidents, focusing on communication differences (either observed or experienced) in nonverbal, linguistic, paralinguistic, and identity categories (reflecting the 18-theme cultural general framework) or in Hofstede s cultural themes, will be designed to assist a newcomer to the culture better understand the communication paradigm. We will devote several class sessions to this topic and review existing critical incident tools. 20%. CI #1 &2, DUE B11; CI #3, DUE B17; CI #4, DUE B23 The Mid-term will cover all materials covered in the first half of the course including films, exercises and activities, lectures and small group discussions. 20% Field Class Reflection provides you with an opportunity to describe and reflect on at least two major ideas, observations or understandings that you took away from the Shanghai Field Class. How can you apply them to your personal or professional life? The Reflection should be 2 3 pages. DUE B23 10% Early in the semester you will be assigned a partner. Choosing one aspect of communication that can be observed (e.g. gestures, posture, touching, space) or surveyed (e.g. with whom do you discuss a range of conversation topics? Who do you consult when making a career decision?), you will compare this behavior or attitude in three different countries, including the one in which we hold the Field Class. At the end of the semester, you and a partner will make a Powerpoint or Video Presentation explaining your findings. 20% The Final Exam will cover the material from the second half of the course. 20% The success of the course relies on the active engagement and participation of all students. I expect you have read the relevant materials and viewed the assigned movies prior to class and be prepared to discuss them in a respectful and meaningful way. The learning of all the students (and mine too) relies on this approach. 5% The following Grading Scale is utilized for student evaluation. Pass/Fail is not an option for Semester at Sea coursework. Note that C-, D+ and D- grades are also not assigned on Semester at Sea in accordance with the grading system at Colorado State University (the SAS partner institution). Pluses and minuses are awarded as follows on a 100% scale: Excellent Good Satisfactory/Poor Failing %: A %: A 90-92%: A %: B %: B 80-82%: B %: C %: C 60-69%: D Less than 60%: F

8 ATTENDANCE/ENGAGEMENT IN THE ACADEMIC PROGRAM Attendance in all Semester at Sea classes, including the Field Class, is mandatory. Students must inform their instructors prior to any unanticipated absence and take the initiative to make up missed work in a timely fashion. Instructors must make reasonable efforts to enable students to make up work which must be accomplished under the instructor s supervision (e.g., examinations, laboratories). In the event of a conflict in regard to this policy, individuals may appeal using established CSU procedures. LEARNING ACCOMMODATIONS Semester at Sea provides academic accommodations for students with diagnosed learning disabilities, in accordance with ADA guidelines. Students who will need accommodations in a class, should contact ISE to discuss their individual needs. Any accommodation must be discussed in a timely manner prior to implementation. A letter from the student s home institution verifying the accommodations received on their home campus (dated within the last three years) is required before any accommodation is provided on the ship. Students must submit this verification of accommodations to academic@isevoyages.org as soon as possible, but no later than two months prior to the voyage. STUDENT CONDUCT CODE The foundation of a university is truth and knowledge, each of which relies in a fundamental manner upon academic integrity and is diminished significantly by academic misconduct. Academic integrity is conceptualized as doing and taking credit for one s own work. A pervasive attitude promoting academic integrity enhances the sense of community and adds value to the educational process. All within the University are affected by the cooperative commitment to academic integrity. All Semester at Sea courses adhere to this Academic Integrity Policy and Student Conduct Code. Depending on the nature of the assignment or exam, the faculty member may require a written declaration of the following honor pledge: I have not given, received, or used any unauthorized assistance on this exam/assignment. RESERVE BOOKS FOR THE LIBRARY 1. AUTHOR: Kenneth Cushner and Richard Brislin Intercultural Interactions: A Practical Guide PUBLISHER: Sage Publications ISBN #: DATE/EDITION: 1996, 2 nd edition

9 2. AUTHOR: Dan Landis, Janet M. Bennett and Milton Bennett The Handbook of Intercultural Training PUBLISHER: Sage Publications ISBN #: DATE/EDITION: 3 rd edition, AUTHOR: Craig Storti Speaking of India: Bridging the Communication Gap PUBLISHER: Intercultural Press ISBN #: DATE/EDITION: AUTHOR: Geert Hofstede Culture and Organizations: Software of the Mind PUBLISHER: McGraw Hill ISBN: ISBN DATE: 2005, 2 nd edition FILM REQUESTS Title of Film: Invictus (2009) Distributor: Warner Home Video Title of Film: Outsourced (2006) Distributor: Amazon Title of Film: Monsoon Wedding (2001) Distributor: Criterion Collection Title of Film: Zen of Bobby V (2008) Distributor: ESPN Title of Film: A United Kingdom (2016) Distributor: BBC Films Title of Film: The Big Sick (2017) Distributor: Amazon; Lionsgate ELECTRONIC COURSE MATERIALS The following should be on reserve and available for students electronically: AUTHOR: Miner, H.

10 ARTICLE/CHAPTER Body Ritual Among the Nacirema JOURNAL/BOOK American Anthropologist, 58 DATE: 1956 PAGES: (for class B2) AUTHOR: Kinzer, S. ARTICLE/CHAPTER A Hell of a Time at the Palace JOURNAL/BOOK Overthrow PUBLISHER: Times Books ISBN: DATE: 2006 PAGES: 9 30 (for class B23) AUTHOR: Sussman, N. M. & Rosenfeld, H.M. ARTICLE/CHAPTER. Influence of Culture, language and sex on conversational distance JOURNAL/BOOK Journal of Personality and Social Psychology, 42, DATE: 1982 PAGES: (for class B6) AUTHOR: Brislin, R.* ARTICLE/CHAPTER Encouraging Depth Rather than Surface Processing about Cultural Differences Through Critical Incidents and Role Plays. JOURNAL/BOOK Online Readings in Psychology and Culture, 7(1). ISBN: DATE: 2002 (for class B3) AUTHOR: Hofstede,G.* ARTICLE/CHAPTER Dimensionalizing Cultures: The Hofstede Model in Context. JOURNAL/BOOK Online Readings in Psychology and Culture, 2(1). ISBN: DATE: 2011 (for class B4) AUTHOR: Cushner, K. and Brislin, RW. ARTICLE/CHAPTER JOURNAL/BOOK Intercultural Interactions: A Practical Guide. 2 nd edition PUBLISHER: Sage ISBN: DATE: 1996 PAGES: chapter 1, 2 and 5 (for class B3) AUTHOR: Sussman, N.M.* ARTICLE/CHAPTER Sojourners to Another Country: The Psychological Roller-Coaster of Cultural Transitions. JOURNAL/BOOK Online Readings in Psychology and Culture, 8(1). ISBN:

11 DATE: 2002 (for class B11) AUTHOR: Bennett, J. M. and Bennett, M.J. ARTICLE/CHAPTER Developing Intercultural Sensitivity: An integrative approach to global and domestic diversity JOURNAL/BOOK Handbook of Intercultural Training, 3 rd edition PUBLISHER: Sage ISBN: DATE: 2003 PAGES: (CHAPTER 6) (for class B23) *The Online Readings in Psychology and Culture articles are brought to you free and open access (provided uses are education in nature) by IACCP and ScholarWorks@GVSU. Copyright 2011 International Association for Cross-Cultural Psychology. All Rights Reserved. ISBN: