CMST 280 Intercultural Communication (FORMERLY SPCH 230)
Winter 2011 Course Syllabus
Items: 0782 section OAS, 0783 section OBS, & 0785 section OCS
Instructor: Stephanie Hurst
Course Website: http://bellevuecollege.edu. (Log into MyBC and into Blackboard Vista.)
Email: Use the email option on the course web site.
Office Hours: Tuesdays & Thursdays 12:30 PM – 1:20 PM in R230V (or e-mail me to set up an appointment).
Required Text: Communication Between Cultures by Larry A. Samovar, Richard E. Porter, & Edwin R. McDaniel, 7th edition
Note: It is important to use the7th edition as it differs greatly from previous editions.
The text is available for purchase at the Bellevue College campus bookstore ($100.49 for new, and $82.80 for used).
eTextbook options are also available at http://www.cengage.com/highered/ (go into the Students tab, search the eTextbooks catalog $55.99) and at http://www.chegg.com ($51.40).
Other Required Reading (Optional Purchase): Outliers: The Story of Success by Malcolm Gladwell, Chapter 7 only.
We will be reading Chapter 7 only of this book (The Ethnic Theory of Plane Crashes ‘Captain, the weather radar has helped us a lot’.) I have placed two of my copies of this book on reserve in the Bellevue College Library Media Center. These reserved copies may be used in the library for 2 hour increments. In addition, the LMC has a copy of their own for check out.
Course Goals: This course aims to increase student intercultural competence by examining the effects of culture on both the communication process and individual. Students taking this course will explore: communication and culture, intercultural messages, the role of context in intercultural communication, how culture affects one’s identity, how culture influences communication style, language, and non-verbal communication, and how to improve their own intercultural competence.
Students who successfully complete this course will be able to:
1. explain how environmental factors affect and make cultures different,
2. explain how cultural variables influence intercultural competency in an oral communication context,
3. explain why appropriateness and effectiveness are critical in constructing oral intercultural messages,
4. explain how individualism and collectivism affect the oral communication in an intercultural communication context,
5. demonstrate how Hofstede’s Cross-cultural Orientation model affects status oriented and person oriented oral communication styles,
6. define prejudice and discrimination. Provide examples to demonstrate your competence in applying the concepts,
7. apply the E.T. Hall’s Context of Meaning Model to explain high and low context and direct and indirect oral communication styles.
Format: You will be engaged in online discussions and activities designed to aid your understanding of the concepts explored in this class. This course uses online learning. Computer use is required. Please review the “Equipment and Skills” requirements at http://bellevuecollege.edu/distance/skills.asp. Students can expect to spend between 4 and 7 hours per week online, completing assignments and reading course material. (Note: this estimate of online time does not include time for reading the text.) This course also includes small group assignments. Given this format, students need to commit to being active participants online. In addition, this area of study contains complex theories and difficult social science jargon. I will do my best to assist you, but a college reading level and college writing level in English is needed to succeed in this course.
Expectations and Policies: How to succeed in this class…
Success in this class is dependent on:
1. your motivation and desire to explore and learn,
2. your competence using Blackboard VISTA,
3. logging into the course website and checking the ‘Announcements’ and the ‘Calendar’ tools at least five times per week,
4. keeping up with the assigned readings by the due dates,
5. your ability to read and write in English at the college level,
6. the ability to learn from written materials, including lectures, e-mails, and on-line discussions,
7. meeting the attendance policy and contributing in a relevant and constructive manner to class discussions,
8. the ability to successfully collaborate and cooperative with group members on group projects,
9. a good working knowledge of your computer and your Internet Service Provider (ISP), including e-mail,
10. self-discipline to focus, set goals, and complete assignments on time without face-to-face contact with an instructor.
Should you experience any technical computer issues (software or otherwise) anytime throughout the quarter, you should contact Distance Education: 425.564.2438 or toll free 1.877.641.2712, www.bellevuecollege.edu/distance, Room A140, email@example.com.
Winter Quarter 2011 Distance Education Hours: Monday – Thursday, 8:00 am – 5:00 pm; Friday, 8:00 am – 4:00 pm. To help, Distance Education will need your registered name, student number, course name and number, instructor’s name and details of the problems you are encountering. Your ability to use Blackboard VISTA competently is a requirement for this course. Prior to the start of the quarter go to http://bellevuecollege.edu/distance/classroom.asp to:
• review the Blackboard VISTA Online Tutorial to better understand how the course management system works,
• set up your browser for Blackboard VISTA access,
• and learn “How to Start Classes on Blackboard VISTA”.
If you are new to using VISTA or have never taken an online (or hybrid) class before, I strongly encourage you to attend a VISTA workshop in the Distance Education Office in A140. Need help getting started online? Blackboard VISTA Workshops for students are available during the first two weeks of the quarter.
Winter 2011 VISTA Distance Education Workshops:
Tuesday January 4th, 11:30 AM - 1 PM in Room N252
Tuesday January 4th, 3:30 PM - 5 PM in Room A134
Wednesday January 5th, 5:30 PM - 7 PM in Room A132
Thursday January 6th, 3:00 PM - 5 PM in Room A134
Students should have their MyBC student portal set up to allow network access and use of campus computers before attending any of the workshops. Distance Education can only answer Blackboard VISTA questions in these workshops. Distance Education cannot help with questions related to other software or computer issues you may need to resolve in order to succeed in your online course. Blackboard VISTA Workshops give you a hands-on version of the same material that is covered in the Blackboard VISTA Tutorial located online at: http://bellevuecollege.edu/distance/studentguide/.
Chapter Discussion Responses & Comments (10 topics @ 40 points each) 400 Points,
Exams (3 @ 100 points each) 300 Points,
Cultural Identity Analysis Paper (7 – ? pages) 100 Points,
Group Responses (4 @ 50 points each) 200 Points,
Total Points Possible: 1000
Specific guidelines and details regarding all assignments can be found on the course Blackboard Vista website on a later date.
Assignment Descriptions (Condensed):
Chapter Discussion Postings (400 Points): Students will be evaluated on the quality and substance of their contributions to online discussions. Students are expected to complete all required reading assignments by the designated due date and share in a relevant, constructive and meaningful manner with their colleagues via online discussions.
Both student responses to chapter discussion questions and comments to their colleagues will be evaluated.
Each chapter discussion question will be evaluated based on the following ten requirements:
1. the use of course terminology and concepts from the assigned reading,
2. course terms (key terms from the chapter reading) should be typed in bold, italics, CAPITALIZED or underlined so that they stand out on the screen (using the HTML creator is usually best for this),
3. page references to the text,
4. thoughtful explanation of why or how,
8. the use of adequate examples,
9. a minimum length of 8 sentences,
10. complete comments to the specified number of colleagues per question (see below).
After a student completes his/her response to a chapter question (using the first 9 requirements above), he/she should read through several of his/her colleagues’ responses, choosing at least two (and in some cases more) to comment on. One of the comments should be to a student’s response that has not been commented on by another student (or has had a limited number of comments.) Often a student will choose to comment on a response that was most helpful to him/her in understanding the course material better. In other cases students choose to comment on responses that are most interesting or intriguing to them. Regardless of the reason you choose to comment on a particular colleague’s response, each comment made to a colleague must state something substantive about the colleague’s posting. That is, a substantive comment should explain why or how you found their response helpful, interesting or intriguing. In addition, each comment should be at least five sentences in length using complete sentences (not abbreviated or in ‘text-messaging’ language), good grammar and spelling.
Here are examples of both a student’s response to a chapter discussion question and a comment to a colleague:
Example Chapter Discussion Question:
Identify some of the specific ways your family has influenced your cultural identity.
A Good Example of a Student’s Response:
“The textbook very eloquently described family: ‘...family is charged with transforming a biological organism into a human being who must spend the rest of his or her life around other human beings’ (p. 54). A dominant theme in my family was that we had to learn to get along with everyone. I was raised in a conservative small town by relatively liberal parents. I did pick up many of my parents political values. But more importantly, I learned from a very young age that it was important to be able to get along, and even befriend, people that I disagreed with. My father is one of the most open-minded people I have ever met. He modeled tolerance for me by maintaining friendships with people from a variety of backgrounds, and with differing values and politics. He also sent me to public school in a town where many people were not as open-minded as my family, and I had to learn to get along with those kids, too. Now as an adult living in Seattle, a major component of my identity is interacting with people who are different from me.”
A Good Example of a Student’s Comment to a Colleague:
“I think it is interesting to observe how many children follow their parents' political beliefs. When I went to Gonzaga, I found that a lot of young students did not really know what they stood for or why, but instead followed a party because their parents did. While not always the case, it does seem to be a pattern. Also, tolerance and patience are very difficult to learn. Seattle is a great place to put those skills to use as there are many cultures represented here. I really like how you brought up the point that your parents are open minded and that has influenced you to be tolerant. For me, my father is fairly narrow minded, and that in turn has caused me to be the exact opposite. I suppose the influence family can have on CULTURAL IDENTITY can be direct or indirect.”
Notice that in the first example, the student fulfills the first 9 requirements listed above. Similarly, in the second example, the same student fulfills the requirements for what makes a substantive comment.
Here Are Two Examples of What NOT to Do in Your Comments:
“thnx 4 sharing. u r awesome.”
“I totally agree.”
Attendance: This course utilizes the Arts and Humanities policy on attendance. Although this is an online class, students are expected to participate in all chapter discussions, assignments, and group activities online. Participating online is how you ‘attend’ this class. Students who miss any combination of 4 or more: discussion questions, group activities, exams or assignments will fail the course. See http://bellevuecollege.edu/ArtsHum/policy.html for more information.
Students can expect to spend between 4 and 7 hours per week online, completing assignments and reading course material. (Note: this estimate of online time does not include time for reading the text.)
Exams (3 @ 100 points each):
There will be a total of three exams worth 100 Points each. Each exam will be accessed in the ‘Assessments’ module on the course website and will consist of multiple choice and true and false questions. One week prior to each exam, an exam review will be posted on the course web site in ‘Resources’. I do not welcome argument over exam questions as each question has been tested for reliability, and validity. I do, however, provide two opportunities for extra credit early in the quarter to make-up for any exam questions students may not like.
Cultural Identity Journal (100 Points):
Students will write a Cultural Identity paper analyzing and exploring elements of their cultural identity. The paper must be typed, double-spaced in size 12 Times New Roman font (or similar) with 1” (one inch) margins. Detailed instructions for the paper will be made available on the course website. This paper will be submitted online using the Assignments Tool. Papers should be attached to the submission page in either .doc or .docx format.
Group Responses (200 Points: 4 @ 50 Points each):
Students will be assigned to groups and given a total of four assignments requiring: group analysis, group discussion and the formulation and completion of a group response. These four group responses will be based on films and articles. As this is a group assignment, all group members will receive the same score (unless a particular group member has made little or no contribution to the group discussion.) Each group member is required to be an active and contributing member to his/her group. Each group member should engage in regular dialogue with his/her group members regarding the assignment at hand. Non-contributing group members will be asked to leave their group and complete the assignment at hand (as well as future group assignments) independently.
Grading Scale: A = 940 – 1000, A - = 900 - 939, B+ = 860 – 899, B = 830 – 859, B - = 800 – 829, C+ = 760 – 799, C = 730 – 759, C - = 700 – 729, D+ = 660 – 699, D = 600 – 659, F = 0 – 599
The division policy on classroom and on-line conduct applies to this course.
Plagiarism and cheating are serious offenses. The division’s policies on plagiarism and cheating are clear. Students caught plagiarizing papers, discussions, or responses will receive an “F” (0 points) for the assignment and will be reported to the Dean of Student Programs and Services. See http://bellevuecollege.edu/ArtsHum/policy.html for more information.
Late work and Assignment Completion…
Assignments are due on the designated due dates by the designated time. Late work will not be accepted by the instructor unless prior arrangements have been made (that is, before the due date).
In order to receive credit for this course, students must complete all the assignments as well as meet the attendance requirement.
Essential to a liberal arts education is an open-minded tolerance for ideas and modes of expression which might conflict with one’s personal values. By being exposed to such ideas or expressions, students are not expected to endorse or adopt them but rather to understand that they are part of the free flow of information upon which higher education depends. To this end, you may find that class requirements may include engaging certain materials, such as books, films, and articles which may, in whole or in part, offend you. These materials are equivalent to required texts and are essential to the course content. If you decline to engage the required material by not reading, viewing, or performing material you consider offensive, you will still be required to meet class requirements in order to earn credit for this class. This may require responding to the content of the material, and you may not be able to fully participate in required class discussions or assignments. Bellevue College upholds an "Affirmation of Inclusion” which states, “Bellevue College is committed to maintaining an environment in which every member of the campus community feels welcome to participate in the life of the college, free from harassment and discrimination. We value our different backgrounds at Bellevue College, and students, faculty, staff members, and administrators are to treat one another with dignity and respect.” This Affirmation sets forth the expectation that we will all treat one another with respect and dignity regardless of whether or not we agree philosophically. This expectation is in line with the principle of free speech in a free society: we have the right to express unpopular ideas as long as we don't show disrespect for reasonable people who might believe otherwise. In an online course, you will be expressing ideas through the medium of the course site. These expectations also refer to the courtesy with which you communicate with one another through e-mails and online discussions. Part of this respect involves professional behavior toward the instructor, colleagues, and the class itself.
Disruptive behavior is disrespectful behavior. The Arts and Humanities Division honors the right of its faculty to define "disruptive behavior," which often involves such things as inappropriate comments or ‘flaming’. Such behavior interrupts the educational process. When you are in doubt about any behavior, consult your instructor via e-mail as the judgment of the instructor is the final authority in these matters.
Suggestions Regarding Online Discussions:
Be careful about your tone of voice. In a written discussion a slightly critical comment can seem like a crushing condemnation because readers can't see the facial expressions and body language that tell them how serious you are. On the other hand, it's not a good idea to write "smiley-face" comments all the time. Those kinds of comments don't add anything substantial to the discussion. If you question or disagree with something someone has said, you need to say so—tactfully. One way to express a disagreement tactfully is to couch your comment as a question: "Do you think we should consider...?" Another way is to use tentative language: "But I wonder if we couldn't look at it from another angle..." These kinds of comments invite others to join the discussion and give their ideas. Remember—our purpose is to generate ideas, not to win verbal battles.
Part of your success in this class is dependent upon your development of competent skills in dealing with people who are different than you. The difference may be in worldview, beliefs, and/or values. We will respect one another in all of these ways.
Students with disability and/or Special Needs:
If you require accommodation based on a documented disability, have emergency medical information to share, or need special arrangements, please e-mail me as soon as possible. Students with disabilities who have accommodation needs are required to meet with the Director of Disability Resource Center (B132) to establish their eligibility for accommodation. Disability Resource Center is in B132, and can be reached by phone at 425.564.2498 or TTY 425.564.4110. Students are encouraged to review their accommodation needs with each instructor during the first week of the quarter.
Students who need extra help in college writing should go to the Academic Success Center’s Writing Lab located in D204 for assistance.
Students who need access to a computer can utilize computers in the BC Computer Lab located in N 250.
On a General Note…
Communication is key! Please e-mail me if you have any concerns or issues.
The following quotes illustrate my teaching philosophy:
If I am walking with two other men, each of them will serve as my teacher. I will pick out the good points of the one and imitate them, and the bad points of the other and correct them in myself. - Confucius
What we have to learn to do, we learn by doing. – Aristotle
The wise teacher does not bid you enter the house of wisdom, but rather leads you to the threshold of your own mind. – Kahlil Gibran