ED529 Cross-Cultural Communication

for S1P 2010

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School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.

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School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


ED 529 Cross-Cultural Communication


S1P 2010 DL


Dr. J. E. Aitken




Doctorate in Educational Administration and Communication
M.A. Curriculum & Leadership.,  M.A. Speech
B.A. Communication Theory

Office Location

229 Copley--Local students are welcome to work face-to-face in this course.

Office Hours

Office hours M-W-F 8-8:50 & 11-noon.  If a student is in my office, I don't answer the phone.  Please call back.

Daytime Phone




Web Page


Class Days


Class Time


Credit Hours




McBride, J. (1996). The color of water: A Black man's tribute to his White mother. James McBride. New York: Riverhead Books. ISBN: 1-57322-578-9


Supplemental Text 

Neuliep, J. W.  (2009). Intercultural communication: A contextual approach. Thousand Oaks, CA: Sage. Any edition is fine. You may be able to examine the material here before deciding whether to purchase.  http://books.google.com/books?id=tDkkUSOpmKMC&printsec=frontcover&dq=neuliep+intercultural+communication&client=firefox-a#v=onepage&q=&f=false


Additional Resources:

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.
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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:
ED529 Cross-cultural Communication: A study of communication and culture that examines cultural variability in interpersonal relationships.

Learning Outcomes:
  Core Learning Outcomes

  1. To facilitate more effective communication episodes across gender, race, culture, and other barriers.
  2. To examine the foundation of personal beliefs and individual perception.
  3. To provide opportunity for social interaction across cultures.
  4. To develop strategies for improving communication across cultural boundaries.

Core Assessment:

Class Assessment:


The scheduled leaders will lead the discussion over their assigned chapters by providing a summary of the chapters and two questions which will be posted on the discussion thread for their assigned chapters.

The summary should be one or two paragraphs per chapter depending on the chapter length. The questions should be posed to generate a discussion with classmates and should be based on things the discussion leader found interesting

Color of Water Discussion Leaders

Week 3 Chapter 1-4 Arthurene

Chapters 5-7 Nancy

Chapters 8-10 Daniel

Week 4 Chapters 11-14 Riche

Chapters 15-17 Pamelyn

Chapters 18-20 Wendy

Week 5 Chapters 21-23 Tyler

Chapters 24-26 Madonna

Chapters 27-Epilogue Brandy

Cultural Perspective Web Presentations

Weeks 6, 7, and 8 will consist of weekly presentations by students. For the presentations, students will identify a web site that is relevant to the class.

The scheduled presenters will lead the discussion by providing the site URL, a two to three paragraph summary of the web site, and a brief statement of the relevance of the site to the class.

Students not presenting that week will want to look at each site and submit a brief (one or two sentence) response concerning their impressions.

Week 6 Tyler

Week 6 24-26 Madonna

Week 6 Brandy

Week 7 Riche

Week 7 Pamelyn

Week 7 Wendy

Week 8 Arthurene

Week 8 Nancy

Week 8 Daniel


Each student is required to submit four intercultural papers on time (monochromic culture). The purpose of the papers is to provide students an opportunity to investigate the various contexts that constitute intercultural communication, while they build toward improved intercultural communication competence.


1 page minimum (250 words). Please post in the discussion thread as post content.

The main purpose of this assignment is for you to analyze how your behavior from a position of privilege in the US affects the behavior of others.

This paper is about the division or cross-cultural struggle between two groups. This paper may be about class or social dimensions. You may want to discuss how behavior from one cultural group prompts behaviors from another cultural group.

This paper may discuss any one of the following topics: Class struggle, co-cultural struggle within the US, the effect of US use of resources on the rest of the world, privilege afforded to people born in the US, in-group versus out-group, the perceptual context, the socio-relational context, the verbal code, or the nonverbal code.

The perceptual context focuses on how the human mind processes information. This paper might discuss how some given culture stereotypes, or how some cultures seem to have superior memories for some kinds of information and not others.

Socio-relational variables are group membership and role variables. Micro-cultures are those identifiable groups of people within a dominant cultural milieu that differ in some way from the dominant cultural group (e.g., dress, language, endogamy, involuntary membership). You might highlight a particular micro-cultural group in the United States or any other culture. The paper should clearly describe the characteristics of the micro-cultural group and how they fit into the dominant cultural context OR you can take the reverse approach of how the dominant culture affects micro-cultural group(s).

If you want to emphasize another culture, for example, this paper might discuss the role of women in China. Other socio-relational variables include race, ethnicity, age, and occupation among others. This paper might discuss the influence of age in a particular culture. For example, age sets among the Masai culture in Kenya determine one's rank and responsibilities. In the United States youth is highly valued. The elderly are not particularly valued here.

METATHEORETICAL ASSUMPTIONS (Midterm paper due week 4)

1 page minimum (250 words). Please post in the discussion thread as post content.

The main purpose of this assignment is for you to analyze your personal intercultural operation framework.

In this case you will discuss the kinds of operational perspectives individuals have, which affect their communication. How does your cultural bias affect the way you understand and approach the world? Two examples of metatheoretical assumptions are that "men and women are equal," that "my culture is the best" (ethnocentrism).

As part of this paper, you may want to discuss assumptions about intercultural relationships, intercultural conflict, intercultural communication in organizations, acculturation, intercultural competence, or culture shock. Perhaps a paper might discuss a particular kind of management style in some culture or how information flows through organizations in some other culture.


Longer length. Please post a section or summary in the discussion thread as post content.

The main purpose of this assignment is for you to take the course material and apply it to your personal life.

Your project learning may be communicated orally (as a substantive class presentation) or as a substantive formal paper. Plan for improving your intercultural communication skills. Actually DO something to help the improvement process. Examples to expand your intercultural perceptions include—but are not limited to--the following:

·        Attend an intercultural event or festival.

·        Attend an international film festival.

·        Attend an intercultural museum exhibit.

·        View the African art exhibit at the Nelson.

·        Serve meals through a local shelter for the homeless.

·        Visit a governmental agency that works with immigrants.

·        Spend a day at a K-12 school with a different cultural makeup than your own.

WARNING: Do nothing to put yourself in jeopardy because crossing intercultural boundaries may be misinterpreted and therefore risky.


1 page minimum (250 words). Please post in the discussion thread as post content.

Discuss your intercultural communication style. Self analyze, using at least 5 self-assessment measures. You will find measures in the Neuiliep textbook. See, for example, http://books.google.com/books?id=tDkkUSOpmKMC&printsec=frontcover&dq=neuliep+intercultural+communication#v=onepage&q=&f=false p. 48.

There are also measures provided in class materials (e.g., Bem).

And on the Internet:

Communication Competence (SPCC)

Compulsive Communication, Talkaholic Scale


Summarize the results of the measures and use them to explain key intercultural communication skills you need to improve. Analyze your strengths and needs and how you are implementing strategies of change. This paper should be a major reflection, which discusses how you are changing and improving your intercultural communication, particularly in organizational and business contexts.


Even for a short paper, please organize your paper using about 2-4 headings. Common headings may include:


This section may include strengths, needs, news perceptions, and personal work to improve intercultural communication skills.


Any "living" culture is acceptable except the United States. Co-cultural groups within the United States (e.g., Amish, Hmong) are acceptable topics, however.



After describing the culture, the paper should then describe the unique dimension that is being examined and how it applies in that culture.



This section may include specific communication strategies and personal work to improve intercultural communication skills. You can show how you plan to change and how you have implemented those changes.

Papers typically should be about 250-750 words and may include references. The reference may be simply a course textbook. My desire is that your paper is "tight and right." If the information is very personal, you can submit it to Dr. Aitken only. Otherwise, please submit in the dropbox AND post your paper in the Discussion Board for others to read and discuss.

References are required and may include, but are not limited to: books, journal articles, interviews, non-fiction films or documentaries, and Internet sources. APA indicates the appropriate method of citation for each of these types of sources. The class text may not be the sole reference for any paper.

The Rules

Everything must be in your own words. If you use other ideas, cite and reference the source. In the rare case that you use other people's words, but them in quotation marks, cite, and reference the source.

What resources should you use?Your course books and readings. In addition, you are welcome to use library materials http://www.park.edu/library/ .

All papers must conform with the stylistic guidelines of the Publication Manual of the American Psychological Association (5th Ed.) Washington, DC: APA, 2001. All papers will be evaluated according to content and style. Below is an example grading rubric.

Multicultural Major Assignment Grading Rubric

Relevant Program Goal

Relevant Course Learning Outcome



Evidence of each of the items below.

Nearing Mastery

90% points

Basic Standards

75% points

Self analysis


To foster an awareness of the communication styles and values of different cultures and how these factors influence business in a global environment.

To examine the origins of personal beliefs and individual perception.

To facilitate more effective communication episodes across gender, ethnicity, culture, and other barriers.

1. Analyzed and reflected on one's skills (strengths and needs).

2. Reflected on values, and attitudes regarding intercultural communication.

3. Implemented strategies for improving one's intercultural communication behavior.

4. Use measures of self analysis of communication style.

Lacks one element.

Lacks two elements.

Link of research based theory to practice.

To combine theoretical knowledge and practical skills to resolve organizational issues and improve decision-making.

To provide opportunities for exploration of other cultures.

To establish a philosophical foundation for the study of communication and culture.

To develop strategies for improving communication across cultural boundaries.

1. Demonstrate knowledge of relevant communication theory or principles (e.g., high-low context culture, in-out groups, individual-collectivism, muted groups, gender, built environment, culture shock, acculturation, linguistic and nonverbal communication, mass media stereotypes, and innovation diffusion).

2. Discussed how will improve rhetorical sensitivity through application of research-based principles and theories.

3. Synthesized and applied intercultural communication theories to one's personal communication behavior and intercultural experience.

4. Showed evidence of stretching one's perception, experience, or communication.

Lacks one element.

Lacks two elements.

Communication Competence

____/ points

Total ___points

To develop a framework for ethical conduct in contemporary organizations.

To provide students with an understanding of the centrality of communication in all aspects of personal and organizational life.

1. Showed substance and application of course learning for improvement and change.

2. Professionalism (well-prepared, on time)

3. No interfering technical errors.

4. Correct grammar, punctuation, citation and referencing, APA style.

Face-to-face Presentation (formal presentation, visual aid, well dressed, consistent eye contact, easily heard and understood).

Lacks one element.

Lacks two elements.



Final Grades will be determined according to the following scale:

A = 90-100
B = 80-89.99
C = 70-79.99
D = 60-69.99
F = below
Assignment Point Value - 100 Points
Updated from the Syllabus:
Wk 3 Metatheoretical Assumptions Paper (Discussion Board) - 10 Points
Wk 4 Complimentary Schismogenesis Paper (Discussion Board)  - 15 Points
Wk 6 Core Assessment Minority Group Experience Paper (Dropbox) -  25 Points
Wk 7 Communication Style Paper (Discussion Board) - 15 Points
Wk 3, 4, 5 Color of Water Threaded Discussion Leader (Discussion Board)  -  10 Points
Wk 6, 7, 8 Cultural Perspective Web Presentation  (Discussion Board)  - 5 Points
Wk1-8 Threaded Discussion Board Participation  - 20 Points

Late Submission of Course Materials:

Late Submission of Course Materials:

In a monochromic culture like ours, meeting deadlines is crucial to effective communication and leadership.  Thus, meeting deadlines is a way of showing understanding of the meaning of time in our culture.  Minor assignments will not be accepted late.  Deadlines for major assignments must be met on time or the grade will be automatically docked 50%. Assignment will be accepted late with a physician's excuse.

Classroom Rules of Conduct:
See   http://onlineacademics.org/Guidelines.html

Course Topic/Dates/Assignments:

TENTATIVE BASIC COURSE WORK SCHEDULE (See complete schedule with update in eCollege shell, homepage.




Further Exploration in Neuliep Lecture

Major Assignment Due

Week 1

Approaches to the study of culture and communication

Hofstede's 4 Dimensions of Cultural Variability

Interpersonal relationships and the androgynous person

BSRI/Androgyny Group Discussion Thread -

Hofstede's Threaded Discussion -

1 The Necessity of Intercultural Communication 2. The Cultural Context

Week 2

Verbal and nonverbal aspects of gender communication
Jayne's Dilemma
Perspectives on the status of women in other cultures: an overview

The Color of Water, Chapters 1-10 -


3. The Microcultural Context

4. The Environmental Context

Week 3

The Color of Water

The Color of Water, Chapters 1-10 -

The Color of Water Threaded Discussions -

The Color of Water Threaded Discussion Response

Discussion of Metatheoretical papers

5. The Perceptual Context

6. The Sociorelational Context

Metatheoretical Paper due




Further Exploration in Neuliep lecture

Major Assignment Due

Week 4

The Color of Water

The Color of Water, Chapters 11-20 -

The Color of Water Threaded Discussions -

7. The Verbal Code: Human Language

8. The Nonverbal Code

Complimentary Schismogenesis Paper Due Week 4

Week 5

The Color of Water,

The Color of Water, Chapters 21-Epilogue - Due Week 5

The Color of WaterDiscussion

Threaded Discussion

9. Developing Intercultural Relationships

10. Intercultural Conflict




Further Exploration in Neuliep text

Major Assignment Due

Week 6

Cultural Perspective Web Assignment Presentation Response

11. Intercultural Communication in Organizations

12. Acculturation, Culture Shock, and Intercultural Competence

Core Assessment (Minority Group Experience Paper)- Due Week 6

Cultural Perspective Web Assignment Presentations - Due as listed

Week 7

Cultural Perspective Web Assignment Presentation Response

Religion and Communication Adaptation

Cross-Cultural Communication Style Paper -Due Week 7 NOT as posted by Dr. Noe.

Week 8


Cultural Perspective Web Assignment Presentation Response

Cultural Perspective Web Assignments - Due as listed on Discussion Leader Schedule


Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31
Academic Honesty and Plagiarism:

Because of the importance of the value of academic honesty and ethics in the culture of academia, I follow a zero tolerance policy. Use your own words in everything. If the idea is someone else's, cite and reference the source of information.  In the rare case you use someone else's words, use quotation marks, and cite, and reference in APA style.  

Any student who duplicates content--as identified by Turnitin software--without direct quotations and proper citation earns an "F."

READ and KNOW American Psychological Association (APA) Ethical Requirements for this program:

Expectations of ethical behaviors pp. 11-20.

Compliance checklist p. 20.

Complying With Ethical, Legal, and Policy Requirements, p. 231-236.

Crediting Sources pp. 169-174.

Self-plagiarism, pp. 16, 29, 170.

For additional information about ethical expectations, see http://onlineacademics.org/Grad/Ethics.htm


Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2009-2010 Graduate Catalog Page 31-32

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35

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 .


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Last Updated:1/11/2010 6:15:18 PM