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JOHN CABOT UNIVERSITY
COURSE CODE: "CMS 280"
COURSE NAME: "Intercultural Communications"
SEMESTER & YEAR:
Summer Session II 2023
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SYLLABUS
INSTRUCTOR:
Jenn Lindsay
EMAIL: bscribner@johncabot.edu
HOURS:
MTWTH 3:40 PM 5:30 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
OFFICE HOURS:
by appointment or before or after class
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COURSE DESCRIPTION:
An exploration of some of the historical and political conditions that make intercultural communication possible, the barriers that exist to effective intercultural communication, and possible solutions to the problem of intercultural misunderstanding. The course examines examples of differences in communication styles not only between cultures but also within. As a result, issues of race, nation, class, gender, religion, immigration, and sexual orientation will be of significant concern. The course stresses the notion that knowledge of human beings is always knowledge produced from a particular location and for a particular purpose. As a result it encourages students to think carefully about the discipline of Intercultural Communication—its conditions of possibility, its assumptions, and its blind spots—as well the need to be mindful of the limitations and interests of our positioning as investigating subjects.
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SUMMARY OF COURSE CONTENT:
This course will provide students with the opportunity to investigate how culture influences the communication process. Through lectures, screenings, written assignments, and class discussion, we will explore some of the historical and political conditions that make intercultural communication possible, the barriers that exist to effective intercultural communication, and possible solutions to the problem of intercultural misunderstanding. We will examine examples of differences in communication styles not only between cultures but also within. As a result, issues of race, nation, class, gender, religion, immigration, and sexual orientation will be of significant concern.
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LEARNING OUTCOMES:
1. Analyze the complexity of communication in an intercultural communication exchange
2. Consider popular culture as forms of global culture and intercultural contact
3. Examine how power, privilege, and difference shape intercultural exchange
4. Describe the historical conditions that make intercultural communication possible
5. Explore the role identity plays in intercultural communication
6. Recognize the influence of our own cultural situation upon the sending and interpreting of messages
7. Theorize globalization and its impact on intercultural communication
8. Consider how new information technologies impact intercultural communication
9. Examine how issues of genre inform attempts at intercultural communication
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| Kiss, Bow, Or Shake Hands: The Bestselling Guide to Doing Business in More Than 60 Countries | Terri Morrison | Adams Media | 978-1593373689 | | | Hard Copy | | |
| Getting to Zero | Jayson Gaddis | Hachette Go | 978-0306924804 | | | Hard Copy | | |
| We Need to Talk: How to Have Conversations That Matter | Celeste Headlee | Harper Wave | 978-0062669018 | | | Hard Copy | | |
| Talking to 'Crazy': How to Deal with the Irrational and Impossible People in Your Life | Mark Goulston | Amacom | 978-0814439296 | | | Hard Copy | | |
| The Art of Communicating | Thich Nhat Hanh | Rider | 9781846044007 | | | | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Auto-Ethnography | Students will be required to write a short auto-ethnography—a kind of autobiographical field report that engages theories from the class. Students will choose a cultural typology as a framework for their self-analysis, and then self-assess their own strategies for negotiating different cultures.
Then, students will present their auto-ethnography and cultural comparison in a presentation using visual aids (PowerPoint, video, other media) to enhance the discussion, sent to the instructor an hour prior to the beginning of class. Do not simply place a large amount of text on presentation slides and read them to the class; use visuals to stimulate discussion.
Presentations will be staggered throughout the semester.
4 pages minimum (250 words per page for a total word count of 1,000). Paper format should be a Microsoft Word (.doc/.docx file), standard margins and 12pt Times New Roman font, MLA (Modern Language Association) style. Please cite your sources. Incorrect file formats will be penalized. | 20 |
| Comparing Cultures Assiognment | Instructions: The major elements of culture are symbols, language, norms, values, and artifacts (material items). Choose two people from two distinctly different cultures to interview about their background. Ask them to share their stories with you regarding elements of their culture. You can choose which elements interest you or seem most fruitful for analysis.
The paper will have three sections, labeled clearly. 1) Analyze their narratives in terms of relevant dimensions or values using at least one of the cultural typologies described in class and in the textbook’s Chapter 6, drawing in one additional scholarly source that helps you understand and explain their narrative better. Next, 2) compare and contrast your interviewees. How do the images, characters, messages or stories reflect the values of their respective cultures, and how do they compare to each other? Finally, 3) imagine immersing yourself in their cultures – as a short-term visitor, or relocating there. What do you think you would enjoy about these cultures and the way people communicate, and what do you think would challenge you?
6 pages minimum (250 words per page for a total word count of 1,500). Paper format should be a Microsoft Word (.doc/.docx file), standard margins and 12pt Times New Roman font, MLA (Modern Language Association) style. Please cite your sources. Incorrect file formats will be penalized.
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| Weekly Journal | Submit to Moodle by 10 pm on the day after the last weekly class session (due Friday night for this course). Personal reflections should be minimum 300 words in length.
You are required to comment upon AT LEAST FOUR readings per week, as well as something discussed/presented in class.
The goal here is NOT to summarize the readings/films but to interact with and respond to them. I am looking for genuine personal engagement: show me you are listening and thinking critically. The journals will not be graded individually, but they will each be read carefully and will be graded as a whole. Think of this as a weekly written check-in with me, your course instructor. Tell me what you're thinking about in class, tell me how the reading struck you. Did anything make you angry, or comfort you? What topic this week are you still curious about?
Weekly submissions can be written in a casual tone, but grammar and writing quality count! | 25 |
| Class Participation | Class participation grading is based upon attendance, regular participation in class discussion, generating good questions or interesting insights to fuel class conversation. I will accept a maximum of three absences, after which I will detract 2% of your final grade for each absence.
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| Midterm and Final Exams | Assessment of your understanding of course content as presented in lectures, readings and discussions. | 25 |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the cours
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
Attendance Requirements:
Attendance and participation are a crucial part of the class. More than two unexcused absences will result in penalty to your final grade. Three absences = 5% penalty. Four absences = 10%, etc. If you are absent due to health reasons or family emergency, please let me know so that I can accommodate you. Absences will not be excused due to non-emergency travel or family visits. Please refer to the university catalog for the complete attendance and absence policy.
Please refer to the university catalog for the attendance and absence policy.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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SCHEDULE: 16 classes M-Th (1hour 50 min) + 1 Final Exam
WEEK 1: Getting Started
DAY 1: Introduction and Intercultural Competency
DAY 2: Intro to Cultural Typologies
DAY 3: Kohls, East-West
DAY 4: Film: Crash (2006)
WEEK 2: Cultural Frameworks and Italian Varieties
DAY 1: Moral Foundations Theory
DAY 2: Hall, Kluck, Hofstede
DAY 3: Bernard Lewis and catchup
DAY 4: Film: “Benvenuti al Sud”
WEEK 3: Families and Worldviews
DAY 1: World Values Survey and Traditional-Modern-Postmodern worldviews in family context
DAY 2: Interpersonal and psychological origins of cultural conflict
DAY 3: Stereotypes, Schemas, and Cognitive Bias
DAY 4: Film possibilities: “What’s Eating Gilbert Grape,” “The Royal Tenenbaums,” “Lion”
WEEK 4: Media, Muslims and Integration
DAY 1: Media Representation
DAY 2: Islam and the West
DAY 3: Immigration Identity and Citizenship; Multiculturalism
DAY 4: Film: “American Muslim”
WEEK 5: Religion, Conflict and Cooperation
DAY 1: Catch-up day
DAY 2: Religion and Gender film:“Jilbab”
DAY 3: Interfaith and Intercultural Dialogue; Film “Quarantined Faith.
DAY 4: Film “Simulating Religious Violence” and closing remarks
LAST DAY: FINAL EXAM
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