COMM 3410 (SEC 581) INTERCULTURAL COMMUNICATION, 3 units Spring 2019, Course Dates: Jan 22 May 5 INSTRUCTOR: E-MAIL: DIGITAL OFFICE HOURS: Rebecca Avalos Rebecca.Avalos@colorado.edu Friday, 11 a.m. 1 p.m. & Available By Appointment REQUIRED TEXTS: Kurylo, A. (2013). Inter/cultural communication: representation and construction of culture. Los Angeles: SAGE. Gonzalez, A., Houston, M., & Chen, V. (2012). Our voices: essays in culture, ethnicity, and communication: an intercultural anthology. Los Angeles: Roxbury Pub. Co. (5 th edition) Morgan, M. H. (2014). Speech communities. Cambridge, UK: Cambridge University Press. 1. COURSE DESCRIPTION: In this course, our task is to develop a better sense of the relationship between communication and culture, with a special emphasis on intercultural encounters. We will survey approaches to intercultural communication that treat (1) communicative processes and (2) the cultural, social, and historical contexts in which they occur as equally important. This course will provide you with an understanding of the intellectual and practical aspects of engaging in intercultural encounters, such as processes of language use, processes of cultural transition and adaptation, conflict, power, and identity. Further, it is not the intention of this course to equip you with ready-made advice for future intercultural encounters (e.g., When meeting Korean businesspeople, be prepared to do X in situation Y. ). I hope that by the end of this course you yourself will be prepared to look for and discover the rules, the potential pitfalls, and the beauty of engaging particular cultural others. We will not only examine different cultural ways of thinking, being, and communicating, but also learn about ourselves how we are shaped by culture, identity, and communicative practices. This course will provide you with an understanding of intellectual and practical aspects of engaging in intercultural encounters. COURSE OBJECTIVES: Explain how culture both shapes and is shaped by our communication. Critically examine the ongoing dynamics of intercultural relationships and communication, which point to power, oppression, and privilege. Explore and analyze empirical and observable instances of intercultural communication. Foreground marginalized groups to thoughtfully and contextually explore nondominant thought and experiences. Describe the ways that intercultural communication does not stop at communicating between cultures, but extends to differences in gender, class, age, ability, sexuality, religion, nationality, and race. Develop your ability to reflect on your own culture and communicative practices and what this means when communicating interculturally. 2. CLASS FORMAT: A course in communication requires active participation in online discussion boards and online exercises. You must be digitally present and engaged to be an active participant. Though I will provide lecture materials, instruction on activities, and facilitation of digital discussion boards, it is your responsibility to 1
participate in the classroom digital discourse. Please feel free to share relevant thoughts, ideas, and questions online. Although open expression of ideas in this class is encouraged, your freedom to share your thoughts should never infringe on other students' freedom to share theirs. Please be considerate of others perspectives so that all can enjoy an engaging, and respectful environment. Activities: There will be a number of digital discussions boards made available for you. These may take the form of small group chats or collective classroom discussions. We will complete digital class exercises that will require your written participation as an active audience member and discussion contributor. Points for content participation will be earned by completing the digital discussion board activities and questions. In addition, students that are actively and critical engaging in conversation and discussion boards will be given credit for participation. 3. CLASS POLICIES: Please carefully read the following class policies: 3.1 Attendance Because this is an active participation course, weekly digital discussion and completion of online activities is essential. More than one weekly missed discussion board response will result in loss of points from the class participation portion of your grade. Student digital participation is a major component of this course. The quality and enjoyment of this class depends on your involvement and preparation. You are encouraged to share your viewpoints on the issues discussed. Students are expected to have read the chapter material prior to responding to any discussion boards or completing any digital exercises. 3.2 Honor Code All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council (honor@colorado.edu; 303-735-2273). Other information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://honorcode.colorado.edu 3.3 Disability If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services in a timely manner (for exam accommodations provide your letter at least one week prior to the exam) so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities. Contact Disability Services at 303-492-8671 or by e-mail at dsinfo@colorado.edu. If you have a temporary medical condition or injury, see Temporary Injuries under Quick Links at Disability Services website (http://disabilityservices.colorado.edu/). 3.4 Religious Observance Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. Please let me know about possible conflicts within the first week of the semester and we can discuss the appropriate accommodation. See full details at http://www.colorado.edu/policies/fac_relig.html 3.5 Digital Classroom Conduct Students have the responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and 2
sensitivity are especially important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran s status, sexual orientation, gender, gender identity and gender expression, age, disability, and nationalities. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. See policies at http://www.colorado.edu/policies/classbehavior.html and at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code 3.6 Discrimination and Harassment The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning, working, and living environment. The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status in admission and access to, and treatment and employment in, its educational programs and activities. (Regent Law, Article 10, amended 11/8/2001). CU-Boulder will not tolerate acts of discrimination or harassment based upon Protected Classes or related retaliation against or by any employee or student. For purposes of this CU-Boulder policy, "Protected Classes" refers to race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, or veteran status. Individuals who believe they have been discriminated against should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Student Conduct (OSC) at 303-492-5550. Information about the ODH, the above referenced policies, and the campus resources available to assist individuals regarding discrimination or harassment can be obtained at http://hr.colorado.edu/dh/ 4. COURSE EVALUATIONS: 4.1 Major Examinations Exams are designed primarily to assess comprehension, retention, and application of central ideas from readings, PowerPoint lectures, digital activities, and discussion boards. There will be two major digital examinations: a Midterm and a Final. Both the midterm and the final will consist of short essay answer questions. Questions for both exams will be drawn from the text and lecture materials. Make-up exams will be given ONLY for legitimate cases (e.g., official school travel/medical reasons/emergencies). 4.2 Ethnography of Communication Research Project The method of EOC is used as a means by which to study the interactions among members of a specific culture or what Gerry Philipsen (1975) calls a "speech community." Speech communities create and establish their own speaking codes/norms. Philipsen (1975) explains that Each community has its own cultural values about speaking and these are linked to judgments of situational appropriateness (p. 13). For this paper, students are to locate cultural patterns and norms and analyze and interpretation the speech acts situated within specific communities. Restated in a simpler way, your job is to interpret the co-culture you have chosen for investigation. By generating an analysis from participant interviews, intertwined by related research and textual information, your aim is to present the reader with a meaning rich worldview from that specific co-culture. 4.3 Short Analyses: I. Intercultural Reading Analysis & II. Self-Reflection Paper Students are required to complete two short analyses: one short analysis paper will be an academic article review and the second analyses will be a self-reflective theory paper. Students will submit all analysis online. All written analyses must be in double spaced, and in a 12-point times new roman font. 3
4.4 Weekly Discussion Board Participation & Digital Activities Students are required to engage in weekly theory-based activities. These activities may include: engagement with discussion board, brief video review, quizzes to access comprehension, and reflective short answer essay questions. 4.5 Professor-Student Virtual Check-ins Students are required to check-in with me on the following weeks: Week 5 (Feb 18 Feb 24) Week 11 (Apr 1 Apr 7) Through these virtual check-ins either on Skype or in email form students are required to discuss both their strengths and weakness thus far. In brief, these check-ins serve the purpose of a one-on-one virtual office check-in. Doing these digital check-ins we will discuss where the student stands and what they can do to stay on a positive track. These check-ins are designed to retain the student and maintain a healthy overall grade. These are ungraded, no pressure, and informal chats. 5. GRADING: Plus/minus grading will be used in the final grades for this course. The following table indicates the number of points and the percent of total possible points associated with each grade. Grade Percent of total possible points A+ 98-100 (490-500 points) A 93-97.9 (465-489 points) A- 90-92.9 (450-464 points) B+ 87-89.9 (435-449 points) B 83-86.9 (415-434 points) B- 80-82.9 (400-414 points) C+ 77-79.9 (385-399 points) C 73-76.9 (365-384 points) C- 70-72.9 (350-364 points) D+ 67-69.9 (335-349 points) D 63-66.9 (315-334 points) D- 60-62.9 (300-314 points) F 59.9 or below GRADING (Cont d): Record your scores: Point Values: Possible Earned Midterm Exam 100 /100 Final Exam 100 /100 EOC Research Project 100 /100 Discussion Board Participation 100 /100 Intercultural Reading Analysis 50 /50 Self-Reflection Paper 50 /50 TOTAL 500 /500 Final Letter Grade: 4
Course Outline for COMM 3410 (Section 581), Spring 2019 The reading assignments must be read prior digital participation. WEEK ACTIVITY /TOPIC /ASSIGNMENT DUE Week 1 (Jan 21 Jan 27) Chapter 1. Culture and Communication (Kurylo, 2013) Chapter 2. Intercultural and Cross-Cultural Communication (Kurylo, 2013) Week 2 (Jan 28 Feb 3) Chapter 4. A Communication Theory of Culture (Kurylo, 2013) Chapter 5. Culture in Conversation (Kurylo, 2013) Week 3 (Feb 4 Feb 10) Chapter 6. Self-Identity and Culture (Kurylo, 2013) Chapter 7. Ingroups and Outgroups (Kurylo, 2013) Week 4 (Feb 11 Feb 17) Chapter 8. Privilege and Culture (Kurylo, 2013) Chapter 9. Co-Cultural Group Membership (Kurylo, 2013) Week 5 (Feb 18 Feb 24) Chapter 11. Media and Culture: The Reality of Media Effects (Kurylo, 2013) Chapter 12. Technology and Culture (Kurylo, 2013) Due: Analysis I: Intercultural Reading Analysis Week 6 (Feb 25 Mar 3) Chapter 14. Interpretivist Approach to Culture (Kurylo, 2013) Chapter 1. What are Speech Communities (Morgan, 2014) Week 7 (Mar 4 Mar 10) Chapter 2. Representing Speech Communities (Morgan, 2014) Chapter 5. Youth Communities: The Hip Hop Nation (Morgan, 2014) Week 8 (Mar 11 Mar 17) Chapter 7. Online Speech Communities (Morgan, 2014) Chapter 9. Performance & Play in Speech Communities (Morgan, 2014) Midterm Examination Week 9 (Mar 18 Mar 24) Chapter 6. Voice and Empowerment in Gender & Sexuality (Morgan, 2014) & Chapter 10. Power, Ideology and Prejudice (Morgan, 2014) 5
Week 10 (Mar 25 Mar 31) SPRING BREAK Week 11 (Apr 1 Apr 7) Chapter 15. Women & Islam: A Muslim Feminist Perspective (Gonzalez, 2011) Chapter 19. Black Queer Identity, Imaginative Rationality (Gonzalez, 2011) Due: Short Analysis II. Self-Reflection Paper Week 12 (Apr 8 Apr 14) Chapter 33: Invisible Identities: Notes on Class & Race (Gonzalez, 2011) Chapter 34: Home as Respite for the Working-Class Academic (Gonzalez, 2011) Week 13 (Apr 15 Apr 21) Chapter 37: Women Writing Borders, Borders Writing (Gonzalez, 2011) Chapter 41: Notes from the War Generation : Lebanon... (Gonzalez, 2011) Week 14 (Apr 22 Apr 28) Chapter 42: Statue or Statement? Racial Tension in a (Gonzalez, 2011) Chapter 43: Understanding Haiti s Tragedy (Gonzalez, 2011) Due: EOC Research Project Week 15 (Apr 29 May 5) Final Examination 6