CA235 Multicultural Communication

for F2T 2012

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


CA 235 Multicultural Communication


F2T 2012 DL


Callihan, Lisa B.


Communications Faculty


M.A. Marshall University Communication Studies
M.A. Jacksonville State University General Psychology
B.A. University of Kentucky Communication

Office Location


Office Hours

Targeted 10AM - 2PM  Friday, Saturday, and Sunday, & weekday afternoons.

Daytime Phone


Other Phone



Semester Dates

10/22/2012 - 12/16/2012

Class Days

Always Open

Class Time




Credit Hours


Neuliep, J. W. (2009). Intercultural Communication: A Contextual Approach (4th edition).  Thousand Oaks, CA: Sage.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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.
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Course Description:
CA235 - Multicultural Communication--A study of communication and culture that examines cultural variability in interpersonal relationships. Emphasis is placed on facilitation of more effective communication episodes across gender, race, life-styles, culture and other barriers.3:0:3

Educational Philosophy:
The facilitator believes in continuous learning over the entire lifespan. Sometimes in casual settings questioning, observing, discussing and debating, at other times researching, testing, hypothesizing, and engaging in structured university or higher educational settings. A world perspective rather than ethnocentric perspective generates the greatest knowledge gain.

Class Assessment:

Assignment Weight:

Midterm examination - 100 points
Final examination - 200 points
Core Assessment portfolio - 250 points
Each weekly discussion - 60 pt x 7 wks = 420 points
Week 7 Discussion - 30 points 

TOTAL = 1,000 points

45% Written assignments on Discussion Board, which may include Questions, Textbook Self-Assessment Measures, Application Activities, and Minor Assignments.

25% Core Assessment Project.

30% Testing (this may include weekly tests, midterm, final).


10 point scale traditional. 

Example Grading:

Typically, final grades are earned according to the following scale:

A = 90-100
B = 80-89.99
C = 70-79.99
D = 60-69.99
F = 59.99 or below

Example Points

100 points = 100%

See Above and the following proposed Core Assessment Project beakdown:
Proposed Core Assessment


Multicultural Communication Core Assessment Guidelines (CA235)

Due Week 6 or According to Your Professor's Requirements


Upon successful completion of this course the student should be able to:

  1. Facilitate more effective communication episodes across gender, ethnicity, culture, and other barriers.
  2. Examine the origins of personal beliefs and individual perception.
  3. Apply research-based principles of effective intercultural communication to real-life contexts.
  4. Develop strategies for improving communication across cultural boundaries.
  5. Synthesize effective intercultural communication theories that can serve as a foundation for the study of communication and culture.

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

Your project learning should be communicated as a substantive, formal paper. Use American Psychological Association (APA) style. See The project should contain these basic elements:

1. Analyze one's intercultural communication skills by using the various self-assessment measures in the textbook and additional ones provided in class. 
2. Explain key intercultural communication skills you need to improve.
3. Plan for improving your intercultural communication skills. Actually DO something to help the improvement process.

Example activities to expand your intercultural perceptions include—but are not limited to--the following:
Attend an intercultural event or festival.
Attend a holocaust museum exhibit.
View the African art exhibit at a museum.
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.

What resources should you use?

Your textbook. In addition, you are welcome to use library materials .

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

Your professor may decide to highlight elements: Blue Indicates Included. Yellow Indicates did not observe or missing.

Example Core Assessment Grading Rubric

(250 points)


50 points or 100%

Evidence of each of the items below.

Nearing Mastery

45 points or 90%

Basic Standards

35 points or 70%

Self analysis

____/ 50 points

1. Analyzed and reflected on one's skills.

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

3. Provided a summary about one's ability to communicate by discussing at least 5 measures from the text or class.

4. Identified strengths and needs.

Lacks one element.

Lacks two elements.

Link intercultural communication theory (research-based principles) to needed skills

____/ 50 points

1. Discussed how will improve rhetorical sensitivity interculturally in at least 3 areas (e.g., high-low context culture, in-out groups, individual-collectivism, muted groups, gender, built environment).

2. Described the processes of culture shock and acculturation.

3. Demonstrated basic linguistic and nonverbal communication.

4. Explained how social change is impacted by mass media and innovation diffusion.

Lacks one element.

Lacks two elements.


____/ 50 points

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

2. Applied principles to a multicultural event.

3. Identified and utilized elements of culture in communication practice.

4. Showed evidence of stretching one's communication.

Lacks one element.

Lacks two elements.


____/ 50 points

1. Created a plan for improving one's intercultural communication behavior.

2. Implemented a plan for improving one's intercultural communication behavior.

2. Illustrate an understanding of the elements inherent in world view and values by identifying values of a given group.

3. Communicated with those of different national, ethnic, or racial backgrounds with a minimum of dissonance.

4. Experience of a unique an intercultural event (e.g., attend museum, festival, event)

Lacks one element.

Lacks two elements.

Communication Competence

____/ 50 points

Total ___/ 250 points

1. Showed substance and application of course learning for change. (10 pages)

2. Professionalism (professional writing, well-prepared, on time)

3. No interfering technical errors.

4. Correct grammar, punctuation, APA style.

Lacks one element.

Lacks two elements.

Late Submission of Course Materials:

Please be advised that assignments are due by 11:59:59 CST on any Sunday night, end of class week, every class week.
If the instructor accepts a late assignment, a 10% reduction of score daily can be expected.  Keeping on time and on
target results in higher success rates.  It is for this reason that procrastination is discouraged.

Classroom Rules of Conduct:
There will be a respect of all classmates in an open marketplace of ideas.  Hate speech is a crime and will not be tolerated.  All opinions are welcome other than illegal hate speech.  The materials will guide us and our inquiry.  Research, current events, personal experiences, and theory will be discussed openly with attention toward stating facts and avoiding any prejudices.  Also an attitude of openness and avoidance of overly sensitive dogmatic perspective is encouraged.  We are engaging to learn, not to defend already held beliefs. 

Course Topic/Dates/Assignments:


Unit or Week

Read Chapter in Neuliep Text

Assignment Due by Sunday or as indicated by your professor

Week 1           

1 The Necessity of Intercultural Communication

2. The Cultural Context

Self-check Quiz

Discussion Board

Week 2

3. The Microcultural Context

4. The Environmental Context

Discussion Board

Self-check Quiz


Week 3

5. The Perceptual Context

6. The Sociorelational Context

Discussion Board

Self-check Quiz

Week 4

7. The Verbal Code: Human Language

8. The Nonverbal Code

Discussion Board

Self-check Quiz

Week 5

9. Developing Intercultural Relationships

10. Intercultural Conflict

Discussion Board

Self-check Quiz

Week 6

Focus on core assessment.

Core Assessment Due

Week 7

11. Intercultural Communication in Organizations

12. Acculturation, Culture Shock, and Intercultural Competence

Discussion Board

Self-check Quiz

Week 8

Religion and Communication Adaptation


Discussion Board

Proctored Final Exam


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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty ( or Park University 2011-2012 Undergraduate Catalog Page 95-96

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. from Park University 2011-2012 Undergraduate Catalog Page 95

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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98

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: .

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Last Updated:9/21/2012 10:25:44 PM