SEMESTER AT SEA COURSE SYLLABUS University of Virginia, Academic Sponsor Voyage: Fall 2015 Discipline: Communication Studies Course Title: SEMS 3500-109: Communication Division: Upper Division Faculty Name: Melinda L. Cain Credit Hours: 3, Contact Hours: 38 Pre-requisites: None required. Familiarity with international development and an introductory communication course would be helpful. COURSE DESCRIPTION: communication and culture play complex roles in social and economic development. In this course, students review major theories concerning the use of communication and media to promote economic development and social change, beginning with the post WWII modernization theorists. Students examine the assumptions of those models that led to the failure of early development programs and the emergence of alternative models. Students also explore the influence of culture on communication in a development context and various approaches to viewing the role of culture on human progress. The course concludes with the integration of these approaches in support of equitable and sustainable development. COURSE OBJECTIVES: The course content is designed to help students become more aware and knowledgeable about development issues worldwide, especially the historical and cultural context to development and communication. This class will raise more questions than it answers. It is up to you to determine your view on the issues through research, class discussion, small group work, port application, and individual critical thinking. My job is to raise the questions, provide direction, suggested resources, and my input. Yours is to run with the information and make it yours. In general, your learning outcomes should be the ability to: Define and describe the field of development communication. Understand the facts, key theories, and approaches, and apply to the ports visited. Conduct independent research and analysis on specific countries in order to better understand the approach and impact on developing communities visited during the voyage. Identify and discuss the various actors and issues in development communication, Facilitate discussion and present topics on development communication, and If appropriate, determine future directions of study or career development in order to implement knowledge obtained in the course. REQUIRED TEXTBOOKS: AUTHOR: Lederer, William J. and Eugene Burdick TITLE: The Ugly American PUBLISHER: WW. Norton & Company ISBN #: 978-0-393-31867-8 1
DATE/EDITION: Reissued 1999 AUTHOR: Kelley, Colleen and Judith Meyers TITLE: Cross-Cultural Adaptability Inventory (CCAI) PUBLISHER: HRDQ (www.hrdqstore.com) TOPICAL OUTLINE OF COURSE A1 9.15 Introduction and Overview Assessment of Individual/Group Interests Review Syllabus, Readings and Assignments Be familiar with syllabus and come with questions. A2-9.17 Key Themes in class: Critical Thinking Global Leadership, Cultural Understanding Readings from Key Themes Folder: Critical Thinking and Global Leadership Determine country/group focus Italy Italy: Civitavecchia September 19 22; Naples September 23-24 A3- Key Concepts Reflections/debrief Italy 9.25 Culture Readings from Key Themes Cultural Communication in Understanding & Culture Concepts Folder Self-Assessment of Bring CCAI to class Intercultural Communication Skill Sets Communication Sourcebook, Chapter 1 Cross-Cultural Adaptability Inventory (CCAI) After class, develop Action Plan on CCAI. Essay 1 Due A4. A4-9.27 Key Concept What is development, really? View Gods Must be Crazy Turn in Essay I: CCAI Action Plan Willis, Katie. Chapter 1: What do we mean by? in Theories and Practices of. Sen, Amatra, Introduction and Chapter 1 in as Freedom. Turkey and development Turkey: Istanbul September 29 October 3 A5-10.04 The Global Picture of Actors Country Status 2 Reflections/debrief : Turkey and development MDG Folder and MDG Report 2012, 2013
Human Report UNDP 2013 Focus on country/group research Greece Greece: Piraeus October 6-10 A6-10.11 Exam1: Foundations of A7-10.13 Communication Communication: Theories and Approaches Spain: Barcelona - October 15-19 A8- Communication 10.20 Culture, Image and Perception Reflections/debrief - Greece and development Communication Sourcebook, Review Module 1. Read Module 2. Rogers, Everett, Chapter 6, Interpersonal & Mass Media Communication Channels in Modernization of Peasants Article: Unlocking Potential of DevComm Spain Reflections/debrief Spain and Lederer and Burdick, Ugly American (Read Chapters 1 12) Readings in American Image Folder Morocco Morocco: Casablanca October 22-26 A9- Ugly American/US Image 10.27 Relevance of the Ugly American Reflections/debrief Morocco Lederer and Burdick, Ugly American (finish) Complete Readings in Image Folder A10-10.29 Methods and Application Participatory Approaches Case Studies Field Lab Preparation and Assignments 3 Essay 2 Due: Culture, Image and : Lessons from UA World Bank, Participatory Communication IDRC, Involving the Community: Guide to Participatory
Communication Case Studies Folder Senegal Dakar: Senegal October 31 November 03 31 October Field Lab Communication and Culture: Role in A11- Methods and Application 2 Reflection on Field Lab 11.04 Turn in Field Lab Essay Role of Culture and Communication in Presentations/Discussion A12-11.07 Power of the Media View Sesame Street Video Review ICT readings Discuss role of media and participation. A13- Impact of Globalization Friedman, Chapter 3, The Lexus and 11.09 View The Other Side of the Olive Tree. Outsourcing Friedman, Chapter 9 in The World is Digital Divide Flat Digital Divide Update Folder Research/preparation/application - Brazil Brazil: Salvador November 11 16 A14- Project Discussion and Reflections/debrief Brazil 11.17 Updates MDG Research Project Outline Due Group Meetings A15-11.19 Special Topics: Focus on Culture Ball, Individualism, Collectivism, and Economic Debate: Influence or Impediment? Harrison and Huntington, Culture Matters Samuelson, Global Poverty Trap Economist, Diversity and A16- Special Topics: Ethics in Donaldson, Values in Tension 11.22 Donaldson and Dunfee, When Ethics When is different just Travel different, and when is different wrong? The Universal Declaration of Human Rights Transparency International, Corruption Index 4
A17-11.24 Special Topics: Women in Trinidad: November 26-27 A18-11.28 Group meetings and updates Dauber, Cain, Women and Technology Economist, Womenomics revisited The Girl Effect Fact Sheet World Bank, WID Statistics Worldwide Guide to Women in Leadership Research/preparation/application - Trinida Reflections/debrief Trinidad Turn in MDG Research Papers A19-11.30 A20-12.03 Special Topics: Sustainable : Is it Possible? Special Topic Discussion Project Discussion and Update Reflection on South Africa World Report 2004 Overview Sustainable in a Dynamic Wor Hulse, Joseph H., Sustainable Risk: Ignoring the Past. Review Special Topics Essay 3: Special Topics Come prepared to discuss Special Topic Essay Meet in Project Groups Research/preparation/application Costa Rica Costa Rica: Puntarenas - December 05-09 A21-12.10 Final Project Presentations Reflections/debrief Costa Rica Final Group presentations A22-12.12 Final Project Presentations Final group Presentations Final Papers A23- Final Project Presentations 12.14 Study Day - December 16 A24- Final Exam Essay 12.17 Arrive in San Diego 12.21 Final group Presentations Final Papers Exam 2: Integrative Perspective FIELD WORK Field lab attendance is mandatory for all students enrolled in this course. Please do not book individual travel plans or a Semester at Sea sponsored trip on the day of our field lab. FIELD LAB - Dakar, Senegal 31 October 2015 In the past decade, Senegal has progressed significantly both economically and politically as a 5
moderate, democratic, predominantly Muslim secular country in fragile West Africa. However, poor infrastructure, longstanding underinvestment and an inhibiting policy environment continue to challenge growth and equity. Senegal is ranked as 155 th out of 187 countries using the Human Index. (UNDP HDI 2012) While Senegal s HDI is above the average for countries in the low human development group, income and gender inequality are significant issues. Dakar is the capital and largest city in Senegal and is the home of several UN, US and NGO development organizations. Therefore investigation into development efforts in Dakar will contribute to a better understanding of the country s current efforts to enhance quality of life. Representatives from governmental and non-governmental organizations will discuss their efforts to build capacity and focus on key development indicators. In order to understand several points of view on development issues and potential progress, we will also invite other academic and media-focused representatives to share their views. Students will leave with a case-study perspective on the complexity of development and the various actors and perspectives involved. In addition, students should develop a critical thinking perspective on the role of communication and culture in development. FIELD ASSIGNMENTS Based on the Field Lab in Dakar, students will write a reflective essay on The Role of Culture and Communication in, incorporating their insight gained from the meetings. Aspects will address the outcomes of a better understanding of the role that culture, context and communication play in development initiatives; illustrations of the complexity and potential of global development (as implemented locally in Dakar/Senegal); and insights and suggestions about how to improve development efforts in the future. In other ports, students will apply the CCAI skills and document how they utilized the skills in their intercultural interactions. In addition, as they view different aspects of development in the ports, they will be asked to share written examples that relate to course content as well as share in class discussion. (Examples include education and poverty indices, evidence of millennium development goal (MDG) progress, women in development, ethics in development, role of media, and impacts of globalization.) Academic Objectives: 1. Understand the role that culture, context and communication play in development initiatives. 2. Utilize the case study of Dakar and Senegal to illustrate the complexity and potential of global development. 3. Using critical thinking, develop personal insights into how development efforts could be enhanced through communication and understanding of cultural context. Suggest improvements for the future. COURSE ASSIGNMENTS Exams Exam I Foundations of Communication Exam 2 Integrative Perspective Essays 1 CCAI Action Plan 2 - Culture, Image and : Lessons from the Ugly American 3 Special Topics Country/MDG Research Paper Country/MDG Group Presentation METHODS OF EVALUATION / GRADING RUBRIC Essays (3) 25% 6
Exams (2) 20% Class Participation/Briefing Updates (10%). This is evaluated by class engagement not just attendance. Students are expected to interact respectfully and responsibly when discussing issues in class. This requires preparation and reading the assignments, active listening, articulate expression, and open-minded reflection. In addition, formal communication is appropriate with the professor. Final Paper/Group Presentation 25% (Examination of a MDG Goal based on experience and observations in the ports visited. Focus on country/indicator of interest.) Individual paper serves as basis of material that is then presented in a group. Field Lab 20% (Includes active participation and completion of Essay The Role of Culture and Communication in : Case Study of Senegal. RESERVE LIBRARY LIST - None ELECTRONIC COURSE MATERIALS See Academic Folder HONOR CODE Semester at Sea students enroll in an academic program administered by the University of Virginia, and thus bind themselves to the University s honor code. The code prohibits all acts of lying, cheating, and stealing. Please consult the Voyager s Handbook for further explanation of what constitutes an honor offense. Each written assignment for this course must be pledged by the student as follows: On my honor as a student, I pledge that I have neither given nor received aid on this assignment. The pledge must be signed, or, in the case of an electronic file, signed [signed] 7