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PS 361 Cross-Cultural Psychology
Kerkman, Dennis D.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 361 Cross-Cultural Psychology

Semester

F1T 2009 DL

Faculty

Kerkman, Dennis D.

Title

Professor, Department of Psychology & Sociology

Degrees/Certificates

B.A., Psychology (University of Kansas)
M.S., Psychology (University of Georgia at Athens)
Ph.D., Developmental & Child Psychology (University of Kansas)

Office Location

MA 223 Parkville Campus

Office Hours

11:00 a.m. - 12 noon, M-F

Daytime Phone

816-584-6502

Other Phone

none

E-Mail

dkerkman@park.edu

Semester Dates

August 17 - October 11, 2009

Class Days

Online

Class Time

Online

Prerequisites

none

Credit Hours

3


Textbook:
 

Lonner, Dinnel, Hayes, & Sattler (eds.) Online Readings in Psychology and Culture. U. Western Washington.
This text is available for free at: http://www.ac.wwu.edu/~culture/readings.htm
 

Additional Resources:

 
A great resource for APA Style Questions (with video step-by-step instructions), SPSS statistics procedures(with video step-by-step instructions), psychology facts and vocabulary, courtesy of Park University's own Professor Jean Mandernach with assistance of other Park University Psychology & Sociology faculty.
 

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
Emphasizing active learning, we will examine the social cultural forces impacting human behavior. Specifically we will address the dynamics of culture as a psychological variable, the global perspective in psychology,theories of culture and behavior, cross-cultural research methods, cognition, language, culture and gender, socialization, cultural differences in social behavior, intergroup relations, organizational behavior across cultures, and culture and health. 3:0:3 Prerequisite: 6 hours of Psychology.

Educational Philosophy:
 

 “Philosophy” is the love of knowledge.  “Education” is the process of guiding people out of ignorance into the light of understanding. “The Liberal Arts” are a set of disciplines that enable students to think critically and communicate effectively so they can understand themselves and the world around them, and how they can act for the purpose of serving a global community.  Studying these arts therefore liberates, or frees students from the constraints of ignorance so they can understand and improve the world around them. To understand the Liberal Arts, one must cultivate certain literacies: analytical and critical thinking, community and civic responsibility, scientific inquiry, ethics and values, literary and artistic expression.  In this course, the primary methods used to cultivate the literacies are: (1) learning by inquiry, reflection, and interaction (the Socratic Method of guided questioning in group discussions), (2) learning by experience (readings, lectures, demonstrations, videos, internet and other presentation media), and (3) learning by doing (hands-on interaction with the environment (e.g., collecting of one’s own research observations).  The Socratic Method will be used in the form of “Discussions” to cultivate the development of analytic and critical thinking, community and civic responsibility, and ethics and values by guided questioning in group discussions of perennial themes and controversies (e.g., nature vs. nurture), and current events (e.g., politics, international trade agreements/disputes, inter- and intracultural conflicts such as wars, terrorism, etc.).  These discussions frequently focus on issues with direct implications for community and civic responsibility. They also highlight cultural diversity issues and ethical and value judgments.  Scientific Inquiry will be directly addressed through reading assignments, lectures, and hands-on assignments for learning how to collect and summarize the student’s own observations of naturally occurring human behavior. Please note: Cross-cultural Psychology is about how the culture one grows up in forges the beliefs, valeus, and belavior of individuals and groups; how people get along with or do not get along with other people.  This topic is inherently controversial (e.g., politics, religion, wars).  We all have very dearly held beliefs and attitudes.  No one likes to consider, much less admit, that they might be wrong, especially in the ways that that think and feel and act toward other people.  However, in order for us all to make progress toward being more educated, rational human beings, we must consider points of view other than our own, and we must be willing to dispassionately and objectively consider points of view other than our own, being sufficiently open-minded to acknowledge the fact that we might be wrong.  A university is first and foremost a place for the free and frank exchange of ideas.  The founding father of Western philosophy, Socrates, the Athenian, devised a method for getting people to examine their beliefs and points of view other than their own, which has come to be known as “The Socratic Method”.  Socrates said that he didn’t know anything for certain, all he had were lots of questions.  He asked his students questions that made them seriously re-consider and even doubt the validity of their most dearly held beliefs about themselves and others.  This can be rather uncomfortable, because no one likes to consider the idea that they might be wrong.  In fact, Socrates’ questions made the citizens of ancient Athens so uncomfortable that they voted to have Socrates stoned to death for allegedly “corrupting the youth of the city” by encouraging the young people of the city to question their parents’ most dearly held beliefs.  Rather than be stoned to death, Socrates committed suicide.  I have no desire to be stoned to death or to commit suicide, but I do want all of us to become more balanced and rational and objective in our knowledge how people feel, think, and act, and do or do not get along with each other.   So, I am going to tell you in advance that I will intentionally challenge some of your beliefs and you also are free to challenge mine, so long as we all understand that we are doing this for the purpose of helping each other gain a more balanced and rational understanding of ourselves and each other.  No one is perfect, and that from time to time all of us have been wrong.  In this class, we will all have to be open-minded enough to consider the possibility that some of our thoughts and feelings and attitudes toward other people might be wrong, and we have to be forgiving enough to accept the fact that when someone challenges our beliefs, he or she is doing so for the purpose of trying to understand our point of view and helping us to understand points of view other than our own.  This will be much easier said than done, but it is the oldest and still the best way of teaching that I know.   Notice: If you do not feel comfortable with the idea of having your beliefs challenged, then you should drop this course immediately.

Learning Outcomes:
  Core Learning Outcomes

  1. Define “culture” and describe its relationship to psychology.
  2. Describe the major dimensions of psychological differences between cultures and provide concrete examples of these differences.
  3. Describe the students' own cultural heritage and provide concrete examples of how their cultural heritage affects their thoughts, feelings, and actions.
  4. Compare and contrast the student's own culture with another individual's culture, based on a first-hand interview as well as on scientific research.
  5. Describe how the student would adapt to life in another culture.


Core Assessment:

FINAL RESEARCH PROJECT.

  • 4) Term paper (Core Assessment 100 pts) - This is a chance for you to show what you have learned during the course. This will be due on Sunday of Week 7 at midnight CST! The specific requirements are provided on the Core Assessment page. To learn more about this assignment, click on the Final Project in Week 7. Chose a culture other than the one you grew up in. Summarize at least 3 journal articles on psychological differences between the two cultures. Evaluate the methodological soundness of each study and discuss flaws as well as inherent difficulties in conducting scientifically sound research to compare cultures. Identify at least 3 ways the two cultures differ and 3 ways in which the cultures are similar, based on either Triandis' 10 Cultural Syndromes (http://www.ac.wwu.edu/~culture/triandis2.htm), or Hofstede's 5 Cultural dimensions (http://www.geert-hofstede.com/). Use journal articles to support your arguments. Suppose you've been awarded a one-semester Study Abroad opportunity in which you will live with a family from that culture, work, and study in that culture. How will you have to adjust your attitudes and behaviors in order to get along and have a positive experience during your semester abroad? Describe 3 goals or general principles that you will use to guide yourself in making judgments about the other culture. 7-10 pages, APA style. At least 3 articles must be found in PsychInfo or PsychArticles. Paper counts for 100 points of the 400 points available in this course.

        

Link to Class Rubric

Class Assessment:

Overview of Learning Assessments

This is not an introductory level course. It is an upper-level course. You are expected to do ALL of the reading, outside readings and research, and in-depth application of the skills presented. Merely doing the minimum assignment is NOT enough to get an A in this course. Please print and read the assignment directions carefully each week. Each week, you will have regular assessments:

  1. 1) Discussion (100 pts = 12.5 per week for 8 weeks) – One or more discussion questions will be included each week. Participate in the weekly discussions according to the Discussion Rubric at the bottom of the page. You get a maximum of 5 points for answering the question completely and accurately, another 2.5 points for providing a quotation from the reading assignment (or other relevant source) with proper APA reference, and up to 5 points for writing an intelligent, educated reply to one of your classmates' responses. Refer to the Course Participation page for additional information."

  2. 2) Midterm Exam (50 pts) – A comprehensive multiple-choice exam that covers all of the assignments for the first four weeks of the course. The midterm exam is during week 4. It is open book and open notes, with immediate feedback after you answer each question. Of course, you cannot go back and change your answer after you’ve seen the correct answer. You only have 1 hour (60 minutes) to take the exam, so you will not have enough time to look up the answer to every question. Please plan accordingly. Each question is worth 1 point. Sample questions with explanations are provided.

  3. 3) Presentations (100 pts)

    1. A. Your own Cultural "Roots" (50 points). Starting with your parents, then grandparents, etc., use internet genealogy websites to trace your own cultural heritage back as far as you can. To make this simple, just chose 2 cultures that have had the strongest influence on your own world view. For example, my maternal grandmother immigrated to the USA from Denmark, and my father’s family name is German, so I chose those two. Some examples of former students’ presentations on this topic are provided (See Week 4 home page). This is a great opportunity to call your grandma and get some family history. You don’t have to include anything you don’t feel comfortable with sharing with the rest of the class (we all have a few "skeletons in our family closets"), but it is important for us all to become aware of the cultural influences in our own families that have shaped our world view. This will be due on Sunday of Week 3 at midnight CST! "

                      B. Interview of a Person from a Culture other than your own (50 pts). You will be expected to find a person who grew up in a culture other than your own and interview them. An interview form that was developed and tested by students and the instructor at the Parkville campus is provided (see Week 5 Home page). Since the Parkville campus has students from about 100 different countries ranging anywhere from Micronesia to Iceland to Kenya to Nepal, it has been through a "shake-down cruise", but it is still a work in progress and we’re always open to suggestions. You will submit your completed interview to the discussion thread for your classmates to view and comment on. This will be due on Sunday of Week 5 at midnight CST!

  1. 4) Term paper (Core Assessment 100 pts) - This is a chance for you to show what you have learned during the course. This will be due on Sunday of Week 7 at midnight CST! The specific requirements are provided on the Core Assessment page. To learn more about this assignment, click on the Final Project in Week 7. Chose a culture other than the one you grew up in. Summarize at least 3 journal articles on psychological differences between the two cultures. Evaluate the methodological soundness of each study and discuss flaws as well as inherent difficulties in conducting scientifically sound research to compare cultures. Identify at least 3 ways the two cultures differ and 3 ways in which the cultures are similar, based on either Triandis' 10 Cultural Syndromes (http://www.ac.wwu.edu/~culture/triandis2.htm), or Hofstede's 5 Cultural dimensions (http://www.geert-hofstede.com/). Use journal articles to support your arguments. Suppose you've been awarded a one-semester Study Abroad opportunity in which you will live with a family from that culture, work, and study in that culture. How will you have to adjust your attitudes and behaviors in order to get along and have a positive experience during your semester abroad? 7 pages, APA style. At least 3 articles must be found in PsychInfo. Paper counts for 100 points. A note on term papers: DO NOT PLAGIERIZE. The internet makes it very easy to plagiarize, but it makes it even easier for me to check for plagiarism. ALL PAPERS THAT USE MORE THAN 5 CONSECUTIVE WORDS FROM A PUBLISHED SOURCE (INCLUDING THE INTERNET) OR FROM ANOTHER PERSON’S PAPER WITHOUT ENCLOSING

     

4

  1. THEM IN QUOTATION MARKS AND PROVIDING ACCURATE CITATION FOR THE ORIGINAL SOURCE WILL RECEIVE A SEMESTER GRADE OF "F" FOR THE COURSE AND WILL BE TURNED OVER TO PARK UNIVERSITY ADMINISTRATION FOR FURTHER DISCIPLINARY ACTION, WHICH MAY INCLUDE PERMANENT EXPULSION FROM PARK UNIVERSITY. PLAGIARISM IS NOT LIMITED TO VERBATIM COPYING (See Park University Catalog for definition and details).

     

    1. 5) Final Exam (50 pts) – A comprehensive test that covers all of the assignments in this course. The final exam is during week 8. The final exam is a proctored final. There will be 50 multiple-choice questions on the final exam, closed book and no notes and no computer other then for taking the exam. You cannot access the exam without the password. The password is only provided to the proctor, who will enter the password at the final exam time. If your proctor does not provide computer access, you will have a copy of the exam on paper, and the proctor must return the exam to the instructor. To prevent cheating, students are strictly forbidden from keeping the final exam, the solutions, or copies of either.

       

    2. • You must follow the Park University procedures for obtaining an approved proctor. Please refer to the Help and Resources page to review the requirements for locating a proctor and the procedure for completing a Proctor Request Form.

       

    3. • For proctored examinations, photo identification is required at the time of the test.

       

    4. • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval. It will be the responsibility of the student to arrange for a proctor, who is accepted and approved by the course instructor, by the 6th week of the term.

       

    5. • Approval of proctors is at the discretion of the Online instructor.

       

    6. • Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.

       

 

Discussion Rubric (12.5 points per week X 8 weeks = 100 total points out of 400 total points in the course).

1. Be sure to answer each part of the question as it is written (5 points)

2. Be sure to quote a specific passage in the reading assignment (in quotes, with page number) for that week to support your position (2.5 points).

3. Be sure to offer an intelligent, educated reply to at least one of your classmates' responses that serves to further the discussion (5) points.

Your discussion should be no less than 100 words and no more than 150 words. This is about 7 sentences ( -2 points for discussions that are too short or too long. Suggestion. Write in MS-Word, then click on Tools and chose "word count" to verify word count, then copy and paste into your discussion thread response).

Grading:

Assessments

Points

Percent

 

Presentations (Family Cultural Roots, Interview with someone form another culture)

100 (2 @ 50 points)

25%

100

Participation in discussion thread

100 (8 @ 12.5 points)

25%

100

Term Paper

100 (1 @ 100 points)

25%

100

Midterm exam

50  (1 @ 50 points)

12.5%

50

Final exam

50 (1 @ 50 points)

12.5%

50

Total

 

 

400

Late Submission of Course Materials:

If you do not respond to the weekly discussion by then of that week you will receive a zero (out of 12.5 possible) for that week.

Late presentations and term papers will be reduced by 10% of the assignment's value per day late. 
After the fourth day late, it will receive a zero.
 
No make-ups for Midterm or Final examination.  

Classroom Rules of Conduct:
If your question is related to the weekly course content, you should bring up the question in the weekly discussions, so that all students will benefit from the reply from the instructor. If your question is personal, such as grades, or a personal problem, please contact your instructor through email. Send the email using the Email tool within eCollege, but only select the instructor from the list! If you experience computer difficulties (need help downloading a browser or plug-in, you need help logging into the course, or if you experience any errors or problems while in your online course, please contact the helpdesk via phone (toll free) at 1-866-301-park or by email at helpdesk@parkonline.org. Netiquette: All online communications need to be composed with fairness, honesty and tact. If I deem an online communication to be inappropriate or offensive, I will forward it to the appropriate Park University official and appropriate action will be taken. There is a Virtual Café provided for students to communicate with one another. In the first week, you will post an introduction of yourself to the Introductions page. If you have general questions that are outside the scope of the weekly discussion topic, please post it here. You can also post other messages to your fellow students on this page. This is the preferred method for you to communicate with your fellow students. Follow the procedures for submission of electronic assignments.   You will be required to submit them to the instructor via the Drop Box in eCollege. This will allow the instructor the ability to download the files and view the code for the entire project. Detailed instructions are found on the assignment directions. Use the Dropbox (located at top of screen, second tab from right) to submit papers and exams.

Course Topic/Dates/Assignments:


Week 1: Mon., Aug 17-Sun., Aug. 23.  Part 1: History, Theories 7 Major Findings.
  1. Read Unit 2, Chapter 1 from your online textbook: Triandis, "Odysseus Wandered for 10, I Wondered for 50 Years" http://www.ac.wwu.edu/~culture/triandis2.htm

  2. • Read Unit 2, Chapter 14. Hofstede, G. (2007). Dimensionalizing cultures: The Hofstede model in context. http://www.ac.wwu.edu/~culture/hofstede.htm
  3. • View both PowerPoint Lectures

  4. • Go to Hofstede’s website http://www.geert-hofstede.com/hofstede_dimensions.php   Compare the United States with the Arab World, compare England with Germany, play around with it. Does this agree with your own personal experience of these cultures?
    5. Participate in Weekly Discussion.
 
Week 2:  Mon., Aug. 24-Sun., Aug. 30. Part 1 (continued)
  1. Read Unit 2, Chapter 5, Matsumoto, D. (2002). Culture, psychology, and education. http://www.ac.wwu.edu/~culture/matsumoto.htm

    2. Read Unit 2, Chapter 6, van de Vijver, F. J. R. (2002). Types of cross-cultural studies in cross-cultural psychology. http://www.ac.wwu.edu/~culture/vandeVijver.htm

    3. View both PowerPoint Lectures

    4. Participate in Weekly Discussion.
I strongly advise you to get a head start on next's week's assignment.  It's a big one.
 
Week 3: Mon., Aug. 31-Sun., Sun., Aug. 6. Part 2: Discovering your own family cultural "roots"
  1. Recent ancestors: Go to http://www.familysearch.org/ (or other genealogy website). Start with your most recent deceased relative and trace it back as far as you can. NOTE: If you are adopted, then you can use your adoptive parents if you prefer, since culture is learned, not genetic.  Also, note that your grade on this assignment does not depend on how far back you can trace your ancestory, but you will be graded, in part, on making a serious attempt.  Failure to include anything on your ancient ancestoral roots will reduce your grade on this assignment.  This is much more difficult for some ethnic/cultural groups than others.  What's important is that you go back as far as you can.  Also, remember that everybody has some skeletons in the family closet. You don't have to present anything that you don't feel comfortable sharing with your classmates. Where did your ancestors come from?  What does Hofstede’s website say about the dimensions of that culture? What fits your family and what doesn’t?  A good resource for African-Americans is available at http://www.pbs.org/wnet/aalives/ .
  2. Ancient ancestors: Now that you've gone back as far as you can in your family tree, where did your most ancient ancestors come from?  Work your way through the following website: https://www3.nationalgeographic.com/genographic/atlas.html  Use the timeline on the top margin to work backwards in time to trace the route of your own family’s migration from where you live now, back to where you came from 200,000 years ago. This will also be included in your "family cultural roots" presentation.
  3. Read Georgas, J. (2003). Family: Variations and changes across cultures.  http://www.ac.wwu.edu/~culture/georgea.htm
  4. View the Lecture and sample presentations that previous students have prepared.
  5. Participate in weekly discussion.
  6. Post your "My Family's Cultural Roots" presentation in (a) DropBox in-basket, and (b) in Doc Sharing, so the rest of the class can view it by Sunday, midnight.
Week 4: Mon., Sept. 7-Sun., Sept. 13. Part 2 (continued).
   1. View Lecture.
   2. Participate in Weekly discussion
   3. MIDTERM EXAM. Due by Sunday midnight.
 
Week 5: Mon., Sept. 14-Sun., Sept. 20. Part 3: Branching out to other cultures
  1. Review the "Cultural Interview Questionnaire" form contained in Doc Sharing and review examples of cultural interviews that students in previous classes have done (in Doc Sharing).
  2. Identify a person from another culture who is willing to let you interview them.
  3. Instead of a specific reading assignment, you are assigned to use the internet to learn as much as you can about the culture of the person you will be interviewing, and do the field research of interviewing a person from a culture other than the one you grow up in.
  4. Write down your own preconceptions about what you believe that person’s culture is like, based on what you’ve heard from friends and family, TV, movies, etc.
  5. Interview them.
  6. Prepare your Presentation and post it in Doc Sharing so that your classmates can view it (Due by Sunday, midnight).
  7. Participate in Weekly Discussion.
Week 6: Mon. Sept. 21-Sun., Sept. 27. Part 4: Adapting to Life in another culture.
Get started on your term paper (see examples of "A" term papers in Doc Sharing):
  1. Read Sussman N. M. (2002). Sojourners to another country: The psychological roller-coaster of cultural transitions. http://www.ac.wwu.edu/~culture/sussman.htm
  2. Read Wang, J. (2002). Knowing the true face of a mountain: Understanding communication and cultural competence. http://www.ac.wwu.edu/~culture/Wang.htm
  3. View Lecture on Unit 8, Chapter 1
  4. • Prepare to take the Proctored Comprehensive Final Exam
    (100 pts). Make sure that you have scheduled it with your proctor and that you know how to get to the testing center.
  5. Participate in Weekly Discussion
Week 7: Mon. Sept. 28-Sun., Oct. 5. Part 4 (continued)
Finish your term papers and put them in DropBox in-basket (Due Sunday, midnight).
Participate in Weekly Discussion.
 
Week 8: Mon., Oct. 5-Sun., Oct. 11. Part 4 (continued)
Participate in Weekly Discussion.
FINAL EXAM (DUE by Sunday, midnight).
That's all, folks!

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92
DO NOT PLAGIERIZE. The internet makes it very easy to plagiarize, but it makes it even easier for me to check for plagiarism. ALL PAPERS THAT USE MORE THAN 5 CONSECUTIVE WORDS FROM A PUBLISHED SOURCE (INCLUDING THE INTERNET) OR FROM ANOTHER PERSON'S PAPER WITHOUT ENCLOSING
THEM IN QUOTATION MARKS AND PROVIDING ACCURATE CITATION FOR THE ORIGINAL SOURCE WILL RECEIVE A SEMESTER GRADE OF “F” FOR THE COURSE AND WILL BE TURNED OVER TO PARK UNIVERSITY ADMINISTRATION FOR FURTHER DISCIPLINARY ACTION, WHICH MAY INCLUDE PERMANENT EXPULSION FROM PARK UNIVERSITY. PLAGIARISM IS NOT LIMITED TO VERBATIM COPYING (See Park University Catalog for definition and details).

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Artifact evaluates the methodological soundness 4 or more studies and discuss flaws as well as inherent difficulties in conducting scientifically sound research to compare cultures. Artifact evaluates the methodological soundness 3 studies and discuss flaws as well as inherent difficulties in conducting scientifically sound research to compare cultures. Artifact evaluates the methodological soundness only 1 or 2 studies and discuss flaws as well as inherent difficulties in conducting scientifically sound research to compare cultures. No evaluation of methodological soundness or discussion of flaws or inherent difficulties in conducting scientifically sound research to compare cultures. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Artifact identifies more than 3 ways the two cultures are similar, based on Triandis' or Hofstede's system. Artifact identifies 3 ways the two cultures are similar, based on Triandis' or Hofstede's system. Artifact identifies only 1 or 2 ways the two cultures are similar, based on Triandis' or Hofstede's system. Artifact fails to identify any ways in which the two cultures are similar, based on Triandis' or Hofstede's system. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Artifact identifies more than 3 ways the two cultures differ, based on Triandis' or Hofstede's system. Artifact identifies 3 ways the two cultures differ, based on Triandis' or Hofstede's system. Artifact identifies only 1 or 2 ways the two cultures differ, based on Triandis' or Hofstede's system. Artifact fails to identify any ways in which the two cultures differ, based on Triandis' or Hofstede's system. 
Application                                                                                                                                                                                                                                                
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Artifact explains how student will have to adjust attitudes and behaviors in order to 4 or more differences in order to get along and have a positive experience during the student's semester abroad. Artifact explains how student will adjust attitudes and behaviors to 3 differences in order to get along and have a positive experience during the student's semester abroad. Artifact explains how student will have to adjust attitudes and behaviors to only 1 or 2 differences in order to get along and have a positive experience during the student's semester abroad. Artifact fails to identify any ways in which the student will adjust attitudes and behaviors to adapt to differences in order to get along or have a positive experience during the student's semester abroad. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
No factual errors or major omissions in presentation about the similarities and differences and effective adjustment of behaviors and attitudes in order to adapt to the other culture. Only 1 factual error or major omission in presentation about the similarities and differences and effective adjustment of behaviors and attitudes in order to adapt to the other culture. 2 or 3 factual errors or major omissions in presentation about the similarities and differences and effective adjustment of behaviors and attitudes in order to adapt to the other culture. 4 or more errors or major omissions presentation about the similarities and differences and effective adjustment of behaviors and attitudes in order to adapt to the other culture. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
APA Style has no more than 1 error. APA Style has 2 or 3 errors. APA Style has 4 or 5 errors. APA Style has 6 or more errors. 
First Literacy                                                                                                                                                                                                                                             
Outcomes
2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Multicultural: Demonstrates knowledge of 4 or more psychological dimensions of cultural similarities and 4 or more differences, based on either Trandis' or Hofstede's systems. Multicultural: Demonstrates knowledge of 3 psychological dimensions of cultural similarities and 3 differences, based on either Trandis' or Hofstede's systems. Multicultural: Demonstrates knowledge of only 1 or 2  psychological dimensions of cultural similarities, or only 1 or 2 differences, based on either Trandis' or Hofstede's systems. Multicultural: Fails to demonstrate knowledge of psychological dimensions of cultural similarities or differences, based on either Trandis' or Hofstede's systems. 
Second Literacy                                                                                                                                                                                                                                            
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Ethics & Values: Student describes 4 or more goals or principles for making judgments about other cultures.



 
Student describes 3 goals or principles for making judgments about other cultures.





 
Ethics & Values: Student describes only 1 or 2 goals or principles for making judgments about other cultures.



 
Ethics & Values: Student fails to describe goals or principles for making judgments about other cultures.



 

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Last Updated:8/1/2009 10:09:06 AM