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JOHN CABOT UNIVERSITY

COURSE CODE: "CMS 280"
COURSE NAME: "Intercultural Communications"
SEMESTER & YEAR: Summer Session II 2025
SYLLABUS

INSTRUCTOR: Benjamin Lee Scribner
EMAIL: [email protected]
 HOURS: MTWTH 11:10 AM 1:00 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS:
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.
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. 

 
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

 
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
Intercultural Communication in Contexts. 5th ed. Martin, Judith N., Nakayama, Thomas K.McGraw-Hill HumanitiesISBN-10: 9780073385129  
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Auto-ethnographyStudents will be required to write a short autoethnography—a kind of autobiographical field report. Students will self-assess their own strategies for negotiating different cultures. 15
High/Low Context Culture WorksheetStudents will analyze a film viewed in class using Hall’s High and Low Context Culture paradigm 10%
Midterm ExamThis will be a combination of short answer and short essay questions based on lectures, readings and discussions25
Final Exam This will be a combination of short answer and short essay questions based on lectures, readings and discussions.25
Comparing Cultures Paper The 7 page analysis paper will involve media texts (book, film, TV show, etc.) to explore different aspects of intercultural communication (ex. verbal, non-verbal)using at least two views/theories about the topic. Topic to be approved by the instructor. 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 course.
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 and participation are a crucial part of the class. More than one unexcused absence will result in a penalty to your final grade.  If you are absent due to health reasons or family emergency, you may request that your absences be excused through the Dean's office.  Absences will not be excused due to non-emergency travel or family visits. Please refer to the university catalog for the attendance and absence policy.
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.
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.
SCHEDULE
THE BELOW IS INDICATIVE.  A FINALIZED VERSION WILL BE DISTRIBUTED ON THE FIRST DAY OF CLASS.-

Session

Session Focus

Reading Assignment

WK1A

Monday, July 7th, 2025

Introduction to course

Culture Shock

Intensity factors of intercultural experience

Samovar et. al. Ch. 6 , “Cultural Values, Guidelines for Behavior” (not formally assigned for today)

WK 1B

Tuesday, July 8th, 2025

Social Scripts

Intercultural Competence

Meng, Hongdang. “Social Script Theory and Cross-Cultural Communication.”

WK 1C

Wednesday, July 9th, 2025

Individualism and Collectivism

Peng, Mei. “A Contrastive Study of Gift-Giving Between Chinese and Germans.

WK 1D

Thursday, July 10th, 2025

Hall’s High and Low Context Culture

Samovar et. al. Ch. 6 , “Cultural Values, Guidelines for Behavior”(section on Hall’s High and Low Context Culture ONLY)

Wk 2A

Monday, July 14th

Discussion of Yang Liu’s East Meets West

High and Low Context Culture and Relational Mobility

Kito, Yuki and Thomson, “Relational mobility and Close Relationships”

Wk 2B

Tuesday, July 15th

Hofstede’s Cultural Dimensions Theory

Samovar et. al. Ch. 6 , “Cultural Values, Guidelines for Behavior”(section on Hofstede ONLY)

and

Please Familiarize yourself with the Hofstede website’s country comparison tool:

https://www.hofstede-insights.com/product/compare-countries/

Wk 2C

Wednesday, July 16th

Applying cultural typologies:

Hofstede and flight crews

Hall and Marketing

Benvenuti al Sud worksheet and film assigned (to watch and complete at home for next class, Wk 3a)

Cookson, Simon. “Culture in the Cockpit: The Impact of Cultural Factors on CRM Training for Airline Flight Crews.” Educational Studies vol 58.

Wk 2D

Thursday, July 17th

Applying Cultural Typologies:


Comparing Cultures topic examples, paper assigned


Using cultural typologies to interpret texts


Review for Midterm

Benvenuti al Sud and worksheet due at class time via email [email protected]

Wk 3A

Monday, July 21st

Midterm exam

WK 3B

Tuesday, July 22nd

Cultural Tourism: commodification and authentic culture

Smith, M. K. (2010). Cultural tourism in a changing world: politics, participation and (re)presentation. Chapter 11, pp. 177-190. Clevedon, UK: Channel View Publications.

Wk 3C

Wednesday, July 23rd

Muslim communities in Europe

Said, Edward. “The Clash of Ignorance,” The Nation.


“It's Not Islam That Drives Young Europeans to Jihad, France's Top Terrorism Expert Explains”, Haaretz. June 4th, 2017.


Recommended: Huntington, “The Clash of Civilizations”

Wk 3D

Thursday, July 24th

Othering:

2015 refugee crisis

Montali, Riva, Frigerio and Mele “The representation of migrants in the Italian press,” Journal of Language and Politics 12:2. pp. 226-250. (2013).

Wk 4A

Monday, July 28th

The Romani as Other

Pagano, Simona. “Framing racism and intolerance: public issues and denunciations in Italy. Chasing the Gypsy, immolating the Gypsy, securing the city” Tolerance Project Working Paper, 20. European University Viadrina, 2012.

Recommended: “GENOCIDE OF EUROPEAN ROMA (GYPSIES), 1939–1945” United States Holocaust Museum.

on the Website:

https://encyclopedia.ushmm.org/content/en/article/genocide-of-european-roma-gypsies-1939-1945

WK 4B

Tuesday, July 29th



 

Stuart Hall, representation theory


Media representations of marginalized cultures

“Typecast as a Terrorist” Riz Ahmad, The Guardian, September 15th, 2016.

https://www.theguardian.com/world/2016/sep/15/riz-ahmed-typecast-as-a-terrorist

 


Recommended: Hall, Stuart, “Representation & The Media” Lecture transcript, Media Education Foundation, 1997.

Wk 4C

Wednesday, July 30th

Stereotypes, Generalizations, Dominant Culture vs. Co-culture, Microagressions

Sue, Derald Wing. “The Microaggression Process Model.” Chapters 2 and 4 in Microaggressions in Everyday life

Wk 4D

Thursday, July 31st

COMPARING CULTURES PAPER DUE

Comparing cultures paper: discussions of student work

 

Wk 5A

Monday, August 4th

The Holocaust In Rome

Reading: “THE HOLOCAUST IN ITALY”, United States Holocaust Museum

on the website: https://encyclopedia.ushmm.org/content/en/article/italy

Wk 5B

Tuesday, August 5th

Negotiating Multicultural societies: Gordon Allport’s “Contact hypothesis”

Film: Promises

Maoz, Ifat. “Does contact work in protracted asymmetrical conflict? Appraising 20 years of reconciliation-aimed encounters between Israeli Jews and Palestinians”

Wk 5C

Wednesday, August 6th

Negotiating Multicultural societies: Gordon Allport’s “Contact hypothesis”

Film: Promises

Beinart, Peter. “Opinion: Debunking the Myth that Anti-Zionism is Anti-Semitic”. The Forward

Recommended: Yiftachel, Oren. “Zionist and Palestinian Nationalism: The Making of Territorial Identities,” Ethnocracy.

Wk 5D

Thursday, August 7th

Wrap up and review

Wk 5E

Friday, August 8th

Final Examination