School of Graduate and Continuing Studies
Olivet Nazarene University
DYNAMICS OF INTERCULTURAL MINISTRY
424/624
MAY 23-27, 2016
Syllabus
Bachelor of Science: Practical Ministry
Master of Practical Ministry
for
Salvation Army Officers
Course Name: Dynamics of Intercultural Ministry
Statement of Faith
“As an educational enterprise of the Church of the Nazarene, we
pursue truth in order to glorify the God and the Father of our
Lord Jesus Christ: praying for the coming of the Spirit;
remembering the promise of Scripture and tradition; keeping our
hearts faithfully attuned to the voice of God; and being
thoughtfully, acutely, and critically engaged.” 2002-2004
Catalog. Bourbonnais, IL: Olivet Nazarene University.
Professor of Record: Ms. Karen D. Young
Phone: 847-294-2126
Email: Karen_Young@usc.salvationarmy.org
Mailing Address: The Salvation Army, Multicultural Ministries Department
5550 Prairie Stone Parkway, Hoffman Estates, IL 60192
Instructor(s): Mr. Alfredo Martinez
Phone: 847-294-3058
Email: Alfredo_Martinez@usc.salvationarmy.org
Mailing Address: The Salvation Army, Multicultural Ministries Department
5550 Prairie Stone Parkway, Hoffman Estates, IL 60192
Course Description/Overview
"Dynamics of Intercultural Ministry" will explore the fundamentals of intercultural
communication and the implications for interactions and for ministry in a culturally diverse
world. The course will cover a variety of topics, emphasize self-reflection, and engage
participants in experiences designed to develop competencies needed for leadership in
multicultural settings.
Course Materials
REQUIRED READING
Rah, Soong-Chan. (2010) Many Colors: Cultural Intelligence for a Changing Church. Chicago:
Moody Publishers
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Richards, E. Randolph and O’Brien, Brandon J. (2012) Misreading Scripture with Western Eyes:
Removing Cultural Blinders to Better Understand the Bible. Downers Grove: IVP Books
RECOMMENDED READING
DeYmaz, Mark (2007) Building a Healthy Multi-ethnic Church. San Francisco: Jossey-Bass
Elmer, Duane (2006) Cross-Cultural Servanthood: Serving the World in Christlike Humility.
Downers Grove: InterVarsity Press.
Foster, Charles R. (1997) Embracing Diversity. Alban Institute.
Lane, Patty (2002) A Beginner’s Guide to Crossing Cultures: Making Friends in a Multi-cultural
World. Downers Grove: InterVarsity Press.
Law, Eric (1993). The Wolf Shall Dwell with the Lamb: A Spirituality for Leadership in a
Multicultural Community. St. Louis: Chalis Press
Livermore, David (2009). Cultural Intelligence: Improving Your CQ to Engage Our Multicultural
World. Grand Rapids: Baker Academic
Salter McNeil, Brenda (2016). Roadmap to Reconciliation: Moving Communities into Unity,
Wholeness and Justice. Downers Grove: InterVarsity Press
Ting-Toomey, Stella. & Chung, Leeva. (2005) Understanding Intercultural Communication. New
York: Oxford University Press.
LEARNING OBJECTIVES
Upon completion of this course, the student will be able to:
Define intercultural communication and identify the leadership skills required for effective
ministry within a culturally diverse society.
Express the importance of understanding one’s culture, values, assumptions, and bias and their
influence upon daily interactions.
Identify values, a process for understanding value differences, and how those values affect
intercultural communication.
Use knowledge and practice skills for limiting common unintentional cross-cultural missteps.
3
Develop increased self- and other-awareness related to the development of personal and group
identity.
Analyze sources of stereotypes and bias; how they develop, and their effect on intercultural
interactions.
Identify the biblical foundations for culture and intercultural ministry and describe spirituality
for intercultural leadership.
LEARNING OUTCOMES
The following outcomes are expected of each candidate for this course:
Upon the completion of the course, students will have acquired three basic skills essential to
becoming interculturally competent. These are (1) an awareness and understanding of one’s
own cultural programming; (2) an awareness of the basic frameworks for understanding other
cultures; and (3) basic skills necessary to build bridges for effective cross-cultural ministry.
COURSE ASSIGNMENTS
PRE-CLASS ASSIGNMENTS – 30 points / 100 points
There are three (3) pre-class assignments.
1. Read Many Colors: Cultural Intelligence for a Changing Church, by Soong-Chan Rah.
2. Complete an on-line Cultural Assessment. Specific instructions and site portal will be
made available upon registration for class.
3. Write a Cultural Assessment. See guidelines below.
The reading assignment and project are designed for students to begin exploring topics
that identify the skills for navigating cultural differences, and the competencies
necessary for effective cross-cultural interaction in the church and the community,
*ADDITIONAL NOTES FOR CULTURAL ASSESSMENT
1. Read through the assessment questions.
2. Provide answers to all questions “From your own family”, “From Your Community and “From
Other Sources”.
4. Give specific examples from your life, work, or ministry to support your assessment.
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The Cultural Assessment should be no more than three (3) pages. Be prepared to share a 5 minute
“summary” of your assessment and to engage in Q&A with the class about the content of your
presentation. You may include audio/visuals in your presentation. Please bring one hard copy with
you the first day of class.
Cultural Assessment
We all have a cultural, ethnic, racial, linguistic, spiritual heritage and family experience that influences
our own attitudes, beliefs, values, and behaviors. In order to understand these influences, it is important
to reflect on one’s own cultural experience as well as the “cultural messages” or lessons received from
family, community, and other sources. Some of our values, beliefs, and behaviors are conscious; many
are not within our conscious awareness. This assessment is a tool for developing self-awareness related
to the cultural influences that have shaped and informed the values, beliefs, and behaviors, and their
influence upon how we engage the world.
From your own family:
•When you think about your family, your roots, what place(s) of origin do you identify for your family?
•What ethnic group, socioeconomic class, religion, age group and community do you belong to? Do any
of these differ in any way from your family of origin?
•What social interaction did you have with people from ethnic groups, socioeconomic classes, religions,
age groups or communities different from your own?
• Do you or does anyone in your family speak a language other than English? If so, what language and
how has it influenced your interactions with that family member and others?
•What special foods, holidays, and events do you associate with your family of origin and what is their
significance?
• What events do you consider to be “rites of passage” (drivers’ license at sixteen, quinceanera, etc.)?
And what do these “rites” represent? What do you know about traditions or “rites of passage” of other
cultures?
•What attitudes toward other cultural or linguistic groups did your family of origin have? How are your
own attitudes similar or different?
•What values, beliefs, or “cultural messages” did you receive about family? About childrearing or parent
and child interactions? About relationships between families and others outside the family?
•What values, beliefs, or “cultural messages” did you receive about community? Who represented
“community” in your own experience? Who were the trusted leaders?
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•What values, beliefs, or “cultural messages” did you receive about education and
achievement? About the interaction between children, parents, and teachers?
•What values, beliefs, or “cultural messages” did you receive about health and wellness? About who to
turn to for advice? About the interaction between patient and health care provider?
•What personal qualities do you have that will help you establish interpersonal relationships with
persons from other cultural and linguistic groups? What personal qualities might be detrimental?
From your community:
•What values, beliefs or “cultural messages” did you receive about education and achievement? About
the interaction between children, parents, and teachers?
•What values, beliefs, or “cultural messages” did you receive about leadership? About the interaction
between members of the community and those identified as leaders or persons in authority?
• What values, beliefs, or “cultural messages” did you receive about death and dying?
•Has any aspect of your community led you to question your own values, beliefs, and behaviors? If so,
what was in question and what was the outcome?
From other sources:
• Have you ever taken part in any training, classes, group experiences, or cultural celebrations that
offered new information and “cultural lessons” different from your own? If so, what was the
experience? And what were the new cultural lessons? How do they impact the way you think and act?
• Within your age group, what are some of the significant events that have happened within your
lifetime?
• Did you ever find yourself changing your own beliefs and values so that they are different from or in
conflict with your own family of origin? If so, how did you resolve it?
Adapted from Building Culturally Linguistically Competent Services to Support Young Children, their
Families, and School Readiness. Kathy Seitzinger Hepburn, M.S. Georgetown University Center for Child
and Human Development. Prepared for: The Annie E. Casey Foundation (2004)
http://www.aecf.org/resources/building-culturally-linguistically-competent-services/
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POST CLASS ASSIGNMENTS – 50 points / 100 points
+ Undergraduate Students
Undergraduate students will choose one of the three assignments for a final class project or
propose an assignment to be approved by the instructor. Thoughtful presentation and
application of concepts discussed in the class, as well as insights resulting from class
interactions and activities are expected.
Creativity and fun are encouraged. The use of different formats for project presentation, e.g.,
handbook, PowerPoint presentation, an on-line training, a radio program, a series of
community forums, a weekly talk show with special guest, etc. are all format options. Please
adhere to the guidelines for project presentation, length, and citations.
+ Graduate Level Students
Graduate students will choose two of the three assignments for the final class projects or
propose an assignment to be approved by the instructor. Thoughtful presentation and
application of concepts discussed in the class, as well as insights resulting from class
interactions and activities are expected.
Creativity and fun are encouraged. The use of different formats for project presentation, e.g.,
handbook, PowerPoint presentation, an on-line training, a radio program, a series of
community forums, a weekly talk show with special guest, etc. are all format options. Please
adhere to the guidelines for project presentation, length, and citations.
POST CLASS PROJECT
1. Ministry Plan
Develop a ministry plan to a people group with whom you want to have a cross-cultural
outreach. Ministry plan should include biblical foundations for cross-cultural ministry, cultural
profile of the people group, rationale for the outreach, opportunities for engagement with this
group, events that will be used to facilitate this outreach, and expected outcomes.
Paper length: 5-7 pages maximum, 12 including ancillary materials (flyers, worksheets,
PowerPoint handouts, etc.)
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2. Blog
Identify three culture-related topics to explore. Research your topics and develop a blog posting
(1-2 pages) for each one. Enlist at least three individuals who will provide thoughtful responses
to your topics. Include links in your blog to sources/resources that are specifically related to
your topic. Complete a one page summary of the learning you gained about your topics through
your research and the blog interactions.
Paper length: 5-7 pages maximum, 12 total with ancillary materials (additional blog responses,
articles, info graphs, YouTube images, etc.)
3. CQ Training / PowerPoint Presentation
Using CQ tools presented in class, create a PowerPoint training course that will be used to
enhance ministry effectiveness with a culture-specific group you encounter within your ministry
context or community. This CQ training will be presented to a group that you identify.
Describe (1) group to be trained; (2) ministry context; (3) culture-specific group; (4) specific
opportunities for your group to engage the culture-specific group; (5) desired outcomes.
Discuss the seven cultural values and identify those that most closely apply to your culturespecific group. Provide specific examples to support how these values are expressed within this
group. Incorporate the four capabilities that are essential for an effective CQ ministry. And
identify two or three ways for your group to increase CQ in each of the 4 capabilities with the
identified group.
This final project should result in a PowerPoint presentation with complete notes to be used for
this training.
PowerPoint length: 30 slides minimum for approximately 1½-2 hour training ….
4. Project Proposal
A proposal will be presented to instructor for approval identifying a ministry project to be
addressed.
Paper length: 5-7 pages max., 12 including ancillary materials (flyers, worksheets, PowerPoint
handouts, etc.)
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Attendance, Participation, and Tardy Policy
As you are aware, the School of Graduate and Continuing Studies is required to closely monitor
the attendance of all learners enrolled in our programs. It is very important that the student
attend every hour of instruction. Attendance is taken in the morning and afternoon. Students
may not miss more than three hours of instruction and receive full credit for the course – and
only with prior approval of Director of SACEP, Professor of Record and instructor. All absences
should be reported to Professor of Record.
Instructors will address tardiness on an individual basis. Learners are expected to arrive for
class on time and remain for the entire four hour period
Participation is not the same as attendance. Participation requirements are determined by the
instructor and may include prohibitions against non-class related use of computer or phone
during class.
Your participation reflects your learning, and contributes to the learning of others. Class
participation includes completing assignments, sharing experiences, contributing insights,
applying concepts to personal experiences, showing respect to those of different perspectives,
and participating in class activities. There will be a number of ways for you to engage the
material, including personal reflection and response, conversation in pairs, large and small
group discussions, video, exercises, assessments, etc.
+PARTICIPATION: 20 points / 100 points
ACADEMIC INTEGRITY - (SCHOOL OF GRADUATE & CONTINUING
STUDIES)
Academic violations and dishonesty are defined as deception of others about one's own work
or about the work of another. Examples of academic violations include, but are not limited to:
1. Submitting another's work as one's own or allowing another to submit one's work as
though it were his or hers.
2. Failure to properly acknowledge authorities quoted, cited, or consulted in the
preparation of written work (plagiarism). All work submitted by a learner must
represent the learner's original work. Outside sources used as references should reveal
the name and source and the extent to which the source is used.
3. The use of a textbook or notes during an examination without permission of the
facilitator.
4. The receiving or giving of unauthorized help on assignments.
5. Submitting for credit borrowed or purchased papers.
6. Unauthorized multiple submissions of papers.
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7. Defacing or unauthorized removal of course materials or equipment from classrooms,
offices, or the library.
8. Dishonesty in reporting completion of reading assignments.
9. Signing the roll for someone who is not present in class.
10. Tampering with experimental data to obtain a "desired" result or creating results for
experiments not conducted.
11. Tampering with or destroying the work of others.
12. Lying about academic matters.
13. Falsifying college records, forms, or other documents.
14. Unauthorized access of computer systems or files.
15. Violating copyright of any form of media.
Learners who are guilty of academic violations can expect to be penalized. A course facilitator
whose definition of cheating may differ from that stated above has the responsibility and
obligation to so inform the learners, in writing, at the beginning of the course. Those facilitators
who fail to do so have no basis for disciplinary action in instances of purported learner
dishonesty outside of the above provisions.
The course facilitator has the authority to deal with instances of academic dishonesty within
the following guidelines:
1. Courses of action may include, but are not limited to, the following:
a) Work may not be redone, and no credit is given for that particular assignment.
b) Alternative assignments may be given for full or partial credit.
c) The learner may be dismissed from the university.
2. Course facilitators must report any incident of violation of the policy on academic
integrity to the Dean for Graduate and Continuing Studies. Following two reports
against a particular learner, action is initiated that may lead to dismissal of the learner
from the University.
3. The learner has the right to appeal action under this policy through the regular channels
as established by the grade-appeals process.
Grading System
Undergraduate Courses
A
94-100
A- 90-93.9%
B
83 -86.9
B- 80 -82.9
C70 -72.9
D+ 67-69.9
F
<60
B+ 87-89.9
C+ 77-79.9
D 63 – 66.9
C 73 – 76.9
D - 60-62.9
A = Excellent Performance; outstanding, thoughtful responses, willing to self-evaluate. Open to
others perspectives and opinions; engages in a thoughtful and respectful manner within areas
of disagreement. Student brings experience, outside sources and personal insights to
discussions, activities and projects. There is evidence of careful attendance to assignments;
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neat and creative presentations (written or oral). Student attends to time frames given for
presentations and assignments.
B = Above Average Performance is above average in all areas; outstanding in some ways;
C = Satisfactory: Performance is generally acceptable; needs to improve in some areas
D = Marginal: Performance lacking in many areas; barely meets minimum requirements
F = Unsatisfactory performance
Graduate Courses
A
94-100
B
83 -86.9
C70 -72.9
A- 90-93.9%
B- 80 -82.9
<70 – F
B+ 87-89.9
C+ 77-79.9
C 73 – 76.9
A - Superior Graduate Work
B - Satisfactory Graduate Work
C - Below Average
F - Failing
Late Policy
A due date for each assignment is provided with the assignment description, course
requirements and on the course schedule. In order for the student to receive feedback, it is
essential that the assignment be turned in on time. If an emergency arises preventing the
turning in of the assignment on the due date, contact with the assigning instructor must be
made prior to the due date for consideration of extension of due date. This emergency
provision is only good for one assignment. For all other late assignments, the grade will be
dropped by a half letter grade each week. (example: A to an A-).
COURSE OVERVIEW – DAILY ASSIGNMENT*
Day 1: INTRODUCTION TO CULTURAL INTELLIGENCE
What is cultural intelligence and what is its value to ministry effectiveness? In this session, we'll
explore the vocabulary and discuss the skills necessary for engaging a culturally diverse world.
We’ll look at the landscape (demographics) and the dynamics effecting the explosive growth of
ethnic populations within cities, suburbs, and rural communities.
DAY 2
CULTURE, VALUES AND VALUES DIMENSIONS (Lenses)
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Culture is multi-dimensional and its influence impacts every aspect of individual and community
life. Given the extent in which culture influences interaction requires a careful exploration of
the biblical-theological foundation of culture, the objective and subjective dimensions of
culture, a look at how our values are formed individually and within cultural groups, and how
values influence behaviors and intercultural interactions. We’ll also look at the formation of
stereotypes, bias, and the power of unconscious bias.
BIBLICAL FOUNDATIONS FOR INTERCULTURAL MINISTRY
While personal experience and community influence our convictions and commitments to
cross-cultural ministry, a biblical foundation is essential to this ministry. In this session, we'll
explore the biblical foundation for multi-ethnic ministry; looking through the lens of scripture
as we explore immigration and ministry to immigrants.
DAY 3
THE CULTURALLY SENSITIVE MINISTER
What are the fundamental competencies needed for leadership in today's diverse and changing
world? Is a spirituality for leadership needed in intercultural ministry in order to reach across
the chasm of difference? We’ll explore the challenges of leadership and the skills needed for
leadership in a multicultural and multiethnic environment, as well as the interplay between
leadership, power, and cultural sensitivity.
CONFLICT RESOLUTION
Conflicts are common, can’t be avoided, and become more complex within a culturally diverse
environment. Resolving conflict in cross-cultural settings requires thinking and interpreting the
world in new ways. In this session, we’ll explore various types of conflict, how different cultures
handle conflict, look at our own culturally influenced conflict styles, and identify approaches for
handling conflict that build effective relationships. .
COMMUNICATION
Communication is complex. And our culturally influenced nonverbal and verbal communication
styles effect intercultural interactions. An awareness of differences in style is essential to avoid,
diminish, and resolve misunderstanding. In this session, we’ll identify our communication
styles, explore gender differences in communication styles, and identify the strengths and
weaknesses of different styles in cross-cultural interactions.
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DAY 4
IDENTITY FORMATION
Issues of identity are common to any cultural group and cultural diversity can increase the
complexity and the tensions around our interactions. What do we understand about cultural
and ethnic identity? How are these identities formed? What is the influence of racialization?
We’ll explore these topics, as well as implications for ministry and what it means to become a
“new creation” in a multicultural world.
DAY 5
CROSS-CULTURAL MINISTRY AND MISSIONS
In this session we’ll apply the concepts of cross-cultural ministry from our diverse domestic
settings to overseas missions. Students will be challenged to assess their level of cultural
competence and how to continue to develop skills and attitudes for effective ministry at home
or abroad.
Policy on Returning Assignments to Students:
The SACEP policy requires faculty to return assignments within thirty (30) days after the
assignment is due, or if late – 30 days after submission.
APA GUIDELINES
All students are expected to follow APA guidelines in submitting work.
Access the School of Graduate and Continuing Studies Student Success Website for help with
APA formatting, citations, and references.
Go to http://my.olivet.edu
Type your User Name and Password.
Locate the Home tab. Click on “SGCS.”
Locate the Student Support tab at the top of the page and click on “Tools for Success.”
On the bottom of the Student Success Resource Center team page, click on “Click here
for the Student Success Site Directory
The bottom left of the Academic Strategies tab has links for APA formatting, rules for citations
and references, frequently made errors, APA resources, and Benner Library. An APA sample
paper is included.
From the Student Success Resource Center team page, you may also access APA resources on
the left hand side of the page under Academic Strategies or the right hand side of the page
under Academic Strategies Home.
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**An on-line resource for help in documentation, RESEARCH AND DOCUMENTATION Online 5 th
edition, can be found at http://bcs.bedfordstmartins.com/resdoc5e/.
Appendices (rubrics)
Evaluative Criteria (Grading)
Grading Element
Cultural Assessments
This pre-class assignment provides an opportunity to explore
issues related to culture, intercultural communication and
cultural diversity in personal and public life.
Clearly follows guidelines and provides all components for
creating Cultural Assessment;
Completes the on-line assessment in a timely manner.
Possible Score
30
Score earned
20
10
Class Participation
Class participation reflects approach to learning and
contributes to the learning of others. It includes completing
assignments, sharing experiences, contributing insights,
applying concepts to personal experience and to
work/ministry setting, showing respect to those of different
perspectives, and participating in class activities. There will be
a number of ways for students to engage the material,
including personal reflection and response, discussion in pairs,
large and small group, video, assessments, etc. Student should
reflect development in and an awareness of areas for growth
in intercultural competence by the end of the class.
20
Post-Class Assignment
The post class assignment will be evaluated on the following
criteria with emphasis upon a demonstrated understanding of
the concepts introduced in the class AND the application of
those concepts in the final project
50
Demonstrates an understanding of cultural values and
capabilities associated with the concept of cultural intelligence
(CQ).
20
Reflects an understanding of intercultural and biblical
concepts and can practically apply for effective multicultural
ministry. Demonstrates cultural sensitivity and awareness, and
20
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is developing cultural competence.
Conforms to assignment guidelines, APA guidelines, and
provides appropriate citations.
10
Total
Deduction for work submitted late based upon guidelines.
*A detailed rubric will be provided for each final project.
100
__0__
15
Course Title
Course Prefix and Number
Assignment Name
Assignment Number
Submitted by (Your Name)
Olivet Nazarene University
Instructor’s Name
Date submit
16
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