Course Syllabus

COURSE SYLLABUS CST229-01YN:  Intercultural Communication

FALL 2021 (HYBRID)

Location:  On-line via Zoom	Time:  Weds. 9:35 - 10:55 a.m.
Instructor: Dr. Rebecca A. Walter	Email:  rwalter@nvcc.edu
Phone:    703.323.4140	Office:  CM306 - when on campus
Office Hours:  T/TH 11-1	(Complete list of office hours)

Course Purpose:  Intercultural Communication will enable you to develop a greater understanding for identity development and exploration at the intra-personal (you have to know yourself in order to understand others) and interpersonal levels and how it plays out in groups, institutions, and structures.  We will have extensive classroom discussion on the readings and issues and engage in experiential work and exercises to develop the skill sets for greater cultural competency. 

Description:  The course emphasizes the influence of culture on the communication process, including differences in values, message systems, nonverbal communication, and communication rules.  It enables the student to be more aware of and competent in identifying cultural relativism, determinism, and ethnocentrism.  It is designed to give the student methods for communicating effectively with people from other cultures. The course will provide students with the tools that will assist them in effectively communicating in intercultural settings.

Commitment to Equity:  Together, we will build a meaningful learning community in which all of us can feel valued, supported, and where we can engage in critical thinking and listening. 

REQUIRED READINGS:

• All readings are linked directly (FREE):  in the first module) and in the syllabus schedule and they drive our discussions.  The text is merely for context of topics.  
• Samovar, L.A., Porter, R.E., McDaniel, E.R. and Roy, C.S. (2017).  Communication Between Cultures (9th ed.).  Boston, MA:  Cengage.
  • (The above link is a free version of the 8th ed.  I use the 9th ed.   I've also attached slides from the chapters in the syllabus schedule).

 

GOALS AND LEARNING OBJECTIVES FOR THIS LEARNING COMMUNITY ARE:

• Explain the language-culture connection;
• Demonstrate an appreciation for diverse communication practices in various cultures;
• Explain appropriate code-switching behavior;
• Identify communication cultural theories and terms;
• Demonstrate ethno-relativism vs. ethno-centricism;
• Deepen awareness & strengthen understanding of identity and identity development;
• Explore systemic influences of power, inequity and injustice.

 

COMPETENCY DEVELOPMENT

• You will develop skills in critical thinking and effective communication (writing, speaking, and listening) through experiential exercises, reflective journaling, and on-line activities. More specifically, you will think creatively and critically using reason and experience to form considered judgments and to synthesize ideas from multiple sources and diverse ways of knowing.
• You will appreciate valuing as you consider various constructions of identity and gain a more informed understanding of various local communities and the value of multiple perspectives.

 

Student Responsibilities:

Your grade for the course includes coming to class on time and prepared, completing assigned readings, participation in class discussions and exercises, presenting, and completing all on-line assignments, and contributing 3 discussion questions each week.

Minimum Tech. Requirements and Skills

This course includes in-person synchronous meetings. Half of this course is in lieu of traditional classroom hours as a condensed hybrid course.  You must have access to the Internet and consistent access to CANVAS. A hybrid class requires additional work outside the traditional lecture period. To that end, you will complete a series of assignments each week, which will take you at least the same amount of time as you spend in class. This will require you to have access to a computer and reliable, preferably high-speed Internet connection. You should also have MS Office - you can download this free as a NOVA student:  https://www.nvcc.edu/ithd/students/software.html. You should have a basic working knowledge of Word and navigation of CANVAS. There are helpful modules in CANVAS to assist you.  I do not accept emailed or paper copies of assignments.  They must be uploaded to CANVAS so that your grades are recorded in the gradebook.

 

(The course schedule is at the very end of this syllabus)

Graded Assignments/Assessments:

*Participation (150 points):

Following NVCC policy, I expect you to be on time to our zoom sessions.  Bring what you need for class (text, laptop, writing utensils, notebook, food/drink, etc.).  Absences and late arrivals/early departures from zoom, unless worked out with me in advance, will impact your grade.  Given the condensed nature of this course, you are expected to attend and actively participate in all class discussions and activities.  Since this is a hybrid course, participation also includes weekly reflections and submitting discussion questions each week.  (See the policy section of this syllabus for more information).  Please follow-up with me in a timely manner in the event of an extenuating circumstance - letting me know after the fact is not helpful for either of us.  If you have a holiday that is not accommodated by the NVCC academic calendar, please contact me well in advance so that we can figure out alternative arrangements.  Please see participation grading rubric (1st module) for criteria.

As best as you can, stay engaged during our zoom classes and avoid distractions.  We will do in-class activities, discussions, and writings.

 

*Syllabus Quiz (30 points):  There is a quiz on the syllabus, expectations, and course policies.

*Reflective Journals (125 points):

     Journal #1 (50 points) – based on the Creating Community workshop; no less than 2 pages.

     Journal #2 (75 points) – based on the Personal Identity Profile and self-inventory of your multiple identities; should be no less than 2-3 pages

Each assigned journal topic should be a clear and concise reflection of your personal involvement in the specific topic.  Journal assignments are evaluated using a rubric that considers engagement with the topic, completeness and effort.  Journals should be thorough and reflective with attention to grammar and proofread for errors.   You will be graded using the writing rubric:  Writing grading rubric (1st module) is used for criteria.

 

*Intercultural Communication Project Idea Outlines (20 points)

*Intercultural Communication Project (100 points)

The goal of this assignment is to learn about a different culture or explore a culture differently and in a nuanced way.  Drawing from theories, ideas, and concepts covered in the course and our readings, you will interview someone and write about your intercultural interaction.  Discuss the experience.  Which culture/identity did you choose to explore?  Why?  Was a there a separation between their culture and aspects of your lived experience?  How does the culture see itself in relation to other cultures according to their experience?  How are values enacted/reflected/ communicated within the culture?  How is this culture similar to or different from your own experiences?  What are the basic foundations of the culture?  This assignment encourages you to learn about other individuals and/or groups.  Since you cannot attend an event at this time such as History (Black, APA, Native American/Indigenous or Women) months, or Identity (Pride, MENA, Disability awareness, International, Jewish) weeks you might use appropriate technology to interview a faculty member or professional on campus.  You may interview a colleague in this class - this is a fantastic option at this time.  (This past summer and fall 2020, many students chose to interview a fellow student - they were among the best submissions I have ever received for this particular assignment).  The goal is to step outside your comfort zone and learn from this experience beyond mere superficiality.  You will submit an I.C. project idea (worth 10 points) and a final outline (worth 10 points) in order to receive feedback and to ensure you are on the right track.  If you turn this into an academic research paper, it is an automatic "0" for this assignment; if you write about your own experience, this does not meet the criteria (Journals #1 & #2 are about your own identities) and it is an automatic "0"; finally, if you use a family member or friend, this is a "0".  Your paper for this assignment should be no less than 4 pages!

*Intercultural Contact Speech (30 points): You will give a 3-5 minute informal summary of your intercultural contact project/paper during our final zoom/class sessions. 

*Article highlights (150 points):  Each week, you submit to CANVAS, main themes, in your own words, for each assigned article. The purpose: to ensure you complete readings & focus on main points by the author(s).  If you copy and paste passages/sentences from articles, you receive a "0".  Points awarded for reading/preparing:  a generous gift!  As you move forward (i.e., 4-year institution, expectation:  you are prepared/read assigned readings)!

*Four short on-line assignments (45 points - 3 @ 10 points each; 1 @ 15 points):  Intercultural Questionnaire, Self-Assessment, Midterm Assessment, and Goals Reflection.

*Critical Thinking Assignments (200 points):  There are three assignments that engage in critical thinking. 

     Film Analysis of Rabbit Proof Fence (100 points) - free link to film provided

     Pressing Intercultural Issue Facing Us in Northern VA (50 points)

     Who Will You Admit? (50 points)

Instructions for each of these assignments are in the module for that respective week.  The instructions are detailed and explicit.   

*Final Exam (150 points):  The final exam will consist of 15 short answer questions.  You will be awarded maximum points for each answer with complete answers and you will be asked to provide examples to demonstrate your understanding of the question/topic.  The final exam is an “at-home” exam.  You may use our readings/articles, text, film, supplemental readings/sources, TED Talks/videos, our class discussions and slides for this exam.  You must cite these references.

Grading:

Your grade for the course will be based on the assignments and points listed below:

Class Participation (in-class and on-line)	150
Syllabus Quiz	30
Reflective Journals (Two)	125
Intercultural Contact Project/Paper Idea & Outline(s)	20
Intercultural Contact Project/Paper	100
Brief Intercultural Contact Speech	30
On-line assignments	45
Article Highlights	150
Critical Thinking Assignments	200
Final Exam	150
Total Points	1000

                                                                                                                                                      

Grading Scale

A:  90-100           B:  80-89         C:  70-79                      D:  60-69                      F:  Below 60

Please keep in mind: 

A = Exceptional and excellent work (thoughtful, thorough, reflective, engaged, proofread)

B= Above average (thoughtful, thorough, reflective, engaged, proofread; room for improvement)

C=Meets the basic and/or minimum goals of assignments but goes no further.

D=Does not meet the requirements of assignment; obviously very little effort put into assignments.

F=Failing

Course Policies

Late work:  Given the extreme time constraints of this course, late assignments except by special arrangement well ahead of time, will not be accepted.  This policy is strictly enforced.  In the event of an emergency, please contact me before an assignment is due.  You may be required to provide evidence of your emergency to be considered for alternative accommodations.  Late work may receive feedback, but will receive zero points.

Communication:  I will make every effort possible to respond to your emails in a timely manner unless they are questions about things explicitly covered in the syllabus or on CANVAS.  Please use my NOVA email address (at the top of the syllabus) and put the course number in the subject of your email.  In addition, you must check CANVAS on a regular basis for announcements and updates.  This is our “secondary classroom” so to speak. 

Syllabus:  The syllabus is your contract for the course.  Please follow the directions for each assignment and submit your work on the due dates.  One of my triggers is asking questions about information that is available and explicit on the syllabus. 

Written Assignments Requirements:

1. All writing assignments must be typed and double-spaced (12-point font). Please do not try to fill space and/or page limits with excessive spacing or large margins. 
2. Written work must follow either MLA or APA guidelines and use citations where appropriate.  You may use whichever writing guidelines with which you are most comfortable.
3. Please proofread your papers or partner with another student to help proofread your work. Your work will be evaluated using a writing rubric that considers engagement with the topic, completeness and effort.  Your work should be thorough and reflective.
4. Writing assignments are due according to the schedule.

Honor code:  This class operates in accordance with the NVCC honor code (scroll to the Academic Integrity section).  I run Turn.It.In software on all assignments.

Feedback:  I am open to your comments, suggestions, and feedback on the course at any time.  Feel free to email me or discuss in person.  You can expect feedback from me in a timely and thorough manner. 

Students with challenges/disabilities:  If you are a student with challenges that require academic accommodations, please let me know on the first day of class.

NOVA is committed to serving persons with documented disabilities. A goal of NOVA is that each qualified student has an equal opportunity to pursue a college education regardless of the presence or absence of a disability. To reach that goal, NOVA will make reasonable accommodations in courses, programs, and facilities for students with documented disabilities. Students who require any special accommodation or service should contact the NOVA counselor for Disability Support Services at the campus of their choice at least four weeks prior to the beginning of classes. To qualify for accommodations, students must provide clear and specific evidence of a documented disability by a qualified professional. In general, the documentation should be no more than three years old or must be based on adult norms.

The Reading and Writing Center. 

The Reading and Writing Center:  http://www.nvcc.edu/annandale/asc/writing/index.html offers tutoring and one-on-one appointments and provides excellent support for writing improvement.  Utilizing these services does not mean you are inadequate.  All of us benefit from helpful feedback.   

Academic Integrity

When College officials award credit, degrees, and certificates, they must assume the absolute integrity of the work students have done; therefore, it is important that students maintain the highest standard of honor in their scholastic work.

The College does not tolerate academic dishonesty. Students who are not honest in their academic work will face disciplinary action along with any grade penalty the instructor imposes. Procedures for disciplinary measures and appeals are outlined on the Student Handbook website. In extreme cases, academic dishonesty may result in dismissal from the College. Academic dishonesty, as a general rule, involves one of the following acts:

• cheating on an examination or quiz, including giving, receiving, or soliciting information and the unauthorized use of notes or other materials during the examination or quiz;
• buying, selling, stealing, or soliciting any material purported to be the unreleased contents of a forthcoming examination, or the use of such material;
• substituting for another person during an examination or allowing another person to take the student’s place;
• plagiarizing, which means taking credit for another person’s work or ideas. This includes copying another person’s work either word-for-word or in substance without acknowledging the source;
• accepting help from or giving help to another person to complete an assignment, unless the instructor has approved such collaboration in advance;
• knowingly furnishing false information to the College; forgery and alteration or use of College documents or instruments of identification with the intent to defraud.

Classroom Groundrules

Some classroom ground rules (we will create the final list together in our learning community):

1. Confidentiality (not attaching names to information disclosed)
2. Speak for oneself and from your own experience
3. Do not discount or minimize another’s experience
4. Ask follow up questions and seek greater understanding and clarity
5. Be accountable to your own thinking and ideas (avoid playing devil’s advocate for the sake of arguing).  It is okay to disagree, but not for the sake of just wanting to argue
6. Listen with a willingness to be influenced
7. Notice blame, guilt, and defensiveness if and when you feel challenged
8. Be patient and mindful.  Some students speak multiple languages and are doing their best to be understood and to communicate.
9. This should be a space to try out ideas in small groups and get more and more comfortable to share in the larger setting.
10. Be mindful of the amount of space you take up (i.e., if you are an extrovert and/or tend to talk a lot, take a step back to let others engage, formulate answers, and process information).   

 

Class Schedule:  Subject to Change pending the needs of our class

Unforeseen circumstances may cause changes to the schedule, but you will be notified of changes accordingly. *Readings assigned are for the next week (EX:  Ch. 2 text and Johnson,  Martin and Identity Development articles are to be read for Week 2). All assignments are to be uploaded to CANVAS every SATURDAY by 11:59 p.m.  We do not meet on 11/24 (Thanksgiving Break).

Week	Date	Chapter Topics, Activities	Readings* - The PPTs are not required; merely resources	Assignments
1	8/25	Overview; Ground-rules;  Interview and introduce a classmate;	Ch. 2; Johnson; Martin; Identity Development articles (for next class)*	DUE:  Intercultural Questionnaire; Syllabus Quiz; Article Highlights, Discussion Qs
2	9/1	Communication & Culture (Capitalism & Race; Identity development is a process)	Ch. 11; Braithwaite; Kohli; Tatum articles *For next class	DUE: Self-Assessment; Article Highlights; Discussion Qs
3	9/8	Challenges of Intercultural Communication; Bumping up against difference	No readings due for next class	DUE:  Intercultural Communication Project Idea; Reflections
4	9/15	Classroom Activity:  Creating Community	Ch. 7 (Text); Eadie; Diamond; Agrawal articles  *For next Class	DUE:  Journal #1; Article Highlights; Discussion Qs
5	9/22	Sex, Gender & Sexuality	Ch. 3 (Text); Rasheed; Dunbar-Ortiz; Yamada articles *For next class	DUE:  Article Highlights; Discussion Qs
6	9/29	Lessons from the Family; The Importance of Telling Your Story	Ch. 6 (Text); Kohl; Chen; Ting-Toomey articles (for next class)*	DUE:  Journal #2; Article Highlights; Discussion Qs
7	10/6	Cultural Values	Ch. 8; Cargile; Pearson; Ribeau	DUE:  I.C. Project Final Outline; Article Highlights; Discussion Qs
8	10/13	Watch Rabbit Proof Fence on your own - NO CLASS THIS DAY	Ch. 9; Anderson; McDaniel;  articles	DUE: C.T. #1 - Rabbit-Proof Fence film analysis; Midterm Assessment;  Article Highlights: Discussion Qs
9	10/20	Verbal Communication; Nonverbal Communication	Chs. 4 & 10; Gay; Pringle & Konrad; Rao articles (for next class)*	DUE:  Article Highlights; Discussion Qs
10	10/27	Intercultural Communication in Context(s)	Ch. 1; Maoz & Ellis; Kale (for next class)*	DUE:  C.T. #2 Issue facing DMV; Article Highlights; Discussion Qs
11	11/3	Intercultural Communication in a Global Context(s)	Spitzberg; Collier; articles (for next class)*	DUE:  Article Highlights; Discussion Qs
12	11/10	Intercultural Communication Competence	Who Will You Admit? Gorski; DiAngelo & Sensoy; Erakat articles (for next class)*	DUE: C.T. #3 Who Will You Admit?; Article Highlights; Discussion Qs
13	11/17	Solidarity Work		DUE:  Intercultural Communication Project/Paper; Goals Reflection
14	12/1	Present I.C. Papers/Projects		DUE:  Final Exam
15	12/8	Final Class:  Present I.C. Papers/Projects	8:00 a.m.-9:50 a.m. - our scheduled final exam day	Present I.C. Papers/Projects