Intercultural Competence
Instructor/Facilitator: Suzanne Jones
Course objectives
We live in a time of rapid globalization in which being able to communicate across cultures is imperative to our ability to function in a diverse workplace and world. This course is not just theoretical or political, but rather it involves us as people; how you and I interact with people in our personal situation. The course is a learning journey. It starts with discovery of your own cultural heritage, and then through readings, research, online discussions this course in designed to increase your sensitivity to other cultures. You will be expected to maintain an intercultural journal, explore another culture in depth and reflect on your own cultural assumptions in various forms through this course.
The specific course objectives are:
· Analyze your own cultural values, attitudes and beliefs
· Demonstrate the awareness of their impact on your life
· Research about another culture
· Compare and contrast the value and beliefs of that culture with your own cultural heritage
· Synthesize your knowledge, skills and attitudes which will increase your intercultural competence as compared to your initial level of comprehension
Course assignments:
Pre-test/Post-test: 10%
You will be given a pre-test at the beginning of the course to determine your level of knowledge and understanding of cultural competence. At the end of the course, you will complete a post-test. The results will aid you in understanding your improvement and development.
Cultural Identity paper: 35%
This paper is designed to allow you to examine your own cultural and social heritage by answering a series of questions and then reflecting on how these beliefs, values affect your life and behavior. Your paper will be evaluated on the level of insight and y our demonstrated understanding of cultural concepts and the quality of your writing. Papers should be double space, written in APA format and should be 5-6 pages in length.
Group presentation: 20%
The course participants will be divided into groups of 2-3 individuals and will be required to research a specific culture and create a PowerPoint presentation to present your findings to the class via the class forum. The PowerPoint will need to have 20 – 25 slides and adequately represent the chosen culture to fulfill the assignment.
Your group presentation needs to show what your chosen culture looks like and sounds like and take the other class members into that culture by demonstrating as many of that culture’s norms, values and beliefs as possible. Participation is required by all members of your group and each member will receive the same letter grade. Non-participatory/supportive members who have been “fired” by the group will need to do an alternative project/assignment.
Presentation will be graded on:
· Preparation (research & planning)
· Completeness (effectiveness in demonstrating knowledge about chosen culture)
· Course relevance (use of course concepts within presentation)
Cultural study paper: 20%
In addition to the group project, you will write a 5-6 page paper that summarizes your research on the culture you have chosen. This could be a review of the literature or you answer the questions that were a part of the cultural autobiography assignment, but in terms of the chosen culture. This paper should also follow APA format and be double spaced.
Reading reports: 15%
The purpose of the reading is to give you a theoretical as well as narrative basis to understand different dynamics within Intercultural competence, you will be expected to read the assigned texts and write a one-page reflection that includes at least three quotations from the text and personal thoughts on that quote. You will publish your report online and then respond to at least two of your classmates reflections. These response posts should go beyond short sentences where you basically say whether you agree or disagree. They should draw on your personal thoughts and experiences and move the dialogue further in the class. Through this dialogue, you will gain insights and reflections that will open you up to new ideas. It is also hoped that you will find common ground with some of the other students so that you will be able to choose who you want to work with for the group project. That is the reason the 5 reading assignments, personal reflections and interactive postings are placed well before the groups need to be formed.
Required texts: (pdf files of these texts can be downloaded)
Black, S. (1999). Using Polynesian legends and folktales to encourage culture vision and creativity. Childhood Education, 75(6), 332-337.
Calderón de la Barca, F. (2007). Three Mexican rituals. New England Review, 28(1), 201-206.
Carlson, J. (1995). The stranger’s eyes. Notes on Anthropology and Intercultural Community Work, 20, 34-38. Accessed through SIL (Summer Institute of Linguistics) website, http://www.sil.org/anthro/CommunityWork.htm.
Jordan, S. A. (2001). Writing the other, writing the self: Transforming consciousness through ethnographic writing. Language and Intercultural Communication, 1(1), 40-56.
Tracy, H. (1995). Reflections on “The stranger’s eyes”: From the viewpoint of ICW/CD. Notes on Anthropology and Intercultural Community Work, 20, 29-42. Accessed through SIL (Summer Institute of Linguistics) website, http://www.sil.org/anthro/CommunityWork.htm.
Walker, P. O. (2004). Decolonizing conflict resolution. American Indian Quarterly, 28(3&4), 527-549.
Class policies
My role, as instructor, will be primarily that of a facilitator of discussions . . . someone who brings to you certain texts and readings that are relevant to the module for that week. I hope this will be a class where we can all teach each other, through our own experiences and reflections about culture in various contexts. It is my hope that the dialogue will be fun and enlightening. Respect for every student’s experience and opinion will be expected.
We will move through the modules week by week. It is obviously important that you stay current on your readings and assignments. A significant portion of the class grade depends on your active participation in the class.
Academic honesty and plagiarism: all assignments must be the student’s own original work. Any work from which you are quoting needs to be attributed to that source properly and according to APA format. Any work that is found to be plagiarized can result in an “F” on the assignment and in the class.
Grading
Pre-test/post-test MDS 100
Cultural identity paper 350
Group presentation 200
Cultural study paper 200
Reading reports 150
Total points possible 1,000
Course Schedule
| Module | Topic | Class Assignment(s) |
| 1 | Multicultural dispositions survey | Take the Multicultural dispositions survey |
| 2 | Cultural identity paper | Using the cultural identity assessment questions, write a 5-6 page paper exploring your cultural heritage |
| 3 | Reading assignment #1 | · Read the Jordan article. · Write a one-page reflection in your journal. · Respond to two other classmates’ reflections in the class forum. |
| 4 | Reading assignment #2 | · Read The Stranger’s eyes. · Answer the questions raised in Reflections on the Stranger’s eyes in your journal. · Respond to two other classmates’ reflections in the class forum. |
| 5 | Reading assignment #3 | · Read the Calderón de la Barca article. · Write a one-page reflection in your journal. · Respond to two other classmates’ reflections in the class forum. |
| 6 | Reading assignment #4 | · Read the Black article. · Write a one-page reflection in your journal. · Respond to two other classmates’ reflections in the class forum. |
| 7 | Reading assignment #5 | · Read the Walker article. · Write a one-page reflection in your journal. · Respond to two other classmates’ reflections in the class forum. |
| 8 | Group Presentation | Choose groups – inform instructor Research one culture Present PowerPoint to class in class forum |
| 9 | Cultural study paper | Using the research you did in the group presentation, write a 5-6 page paper detailing what you learned |
| 10 | Multicultural dispositions survey -- retest | Take the MDS and see where you have changed your thinking and where you have grown |
| 11 | Final forum and feedback | Celebration forum with class Feedback for the instructor |
10 steps to group success
1. Take time to get acquainted – exchange email addresses, discuss individual schedules, break the “newness” tension.
2. Decide on norms for group member behavior – how late is late? What should members do if they are going to miss a meeting? How many meetings can members miss?
3. Clarify the task assigned – review criteria in the assignment and make sure you agree on what’s involved/expected of each group member. Ask the instructor when in doubt.
4. Create structured meetings – include in email action and/or discussion items with responsible group members names attached. Create timelines for the project.
5. Create a supportive environment in the group
6. Encourage participation of all members by having all members express ideas in a round robin method, using written comments, or rotating the recorder role.
7. Decide by consensus rather than majority voting whenever possible – be creative, combine ideas and find common ground.
8. Discuss accountability measures – make sure all members are aware of rewards and penalties for their behavior. Non-supportive behavior does not get better on its own.
9. Take time at the end of each meeting to assess progress, assign tasks and evaluate timelines. Be realistic in your assessments, groups that just hope things will “work out” do not generally succeed.
10. Accept that groups go through natural stages of development – some of which are unpleasant and uncomfortable – refuse to be a victim of circumstance or other members’ problematic behavior – understand that the absence of conflict can be a bad sign.
(adapted from Massey, L. Intercultural Communication Handouts. Accessed on 2-10-2010 http://faculty.spokanefalls.edu/inetshare/autowebs/larrym)
