CA 235 Multicultural Communication
F2T 2012 DL
Callihan, Lisa B.
M.A. Marshall University Communication StudiesM.A. Jacksonville State University General PsychologyB.A. University of Kentucky Communication
Targeted 10AM - 2PM Friday, Saturday, and Sunday, & weekday afternoons.
10/22/2012 - 12/16/2012
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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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).
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
100 points = 100%
Multicultural Communication Core Assessment Guidelines (CA235)
Due Week 6 or According to Your Professor's Requirements
MEETING COURSE LEARNING OUTCOMES
Upon successful completion of this course the student should be able to:
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 http://owl.english.purdue.edu/owl/resource/560/01/ 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 http://www.park.edu/library/ .
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
50 points or 100%
Evidence of each of the items below.
45 points or 90%
35 points or 70%
____/ 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
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.
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.
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)
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.
Late Submission of Course Materials:
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.
TENTATIVE SCHEDULE SUBJECT TO REFINEMENT
Unit or Week
Read Chapter in Neuliep Text
Assignment Due by Sunday or as indicated by your professor
1 The Necessity of Intercultural Communication
2. The Cultural Context
3. The Microcultural Context
4. The Environmental Context
5. The Perceptual Context
6. The Sociorelational Context
7. The Verbal Code: Human Language
8. The Nonverbal Code
9. Developing Intercultural Relationships
10. Intercultural Conflict
Focus on core assessment.
Core Assessment Due
11. Intercultural Communication in Organizations
12. Acculturation, Culture Shock, and Intercultural Competence
Religion and Communication Adaptation
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 (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96
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. 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.
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: http://www.park.edu/disability .
Last Updated:9/21/2012 10:25:44 PM