I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
X
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Communication Studies
Course #
COMX 204X
Course Title
Prerequisite
International and Development Communication
None
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Phyllis Ngai
Phone / Email phyllis.ngai@umontana.edu
Program Chair Steve Schwarze
Dean
Chris Comer
III. Type of request
New
One-time Only
Renew X
Reason for Gen Ed inclusion, change or deletion
3
Date
Change
Remove
The course adds to the general
education course offerings in the X
category.
Description of change
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
COMX 204 introduces students to the concepts of International and Development
Communication. International Communication deals with information exchange and cultural
flow across nations and societies. Development Communication focuses on assessing the role
of transnational communication in social change, including its impacts on first peoples. The
course surveys communication issues related to globalization, cultural and linguistic
imperialism, the Internet, the media, English as a global language, Indigenous voices,
transnational advertising, multicultural/transnational organizations, participatory development,
and sustainability. Through case studies, students will apply communication concepts in
understanding the relations between the local and the global and in analyzing complex
interdependencies among social groups, organizations, and nation states. The course aims to
engage students in discussing communication issues of global significance through case studies
and conversations with people from different countries.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Indigenous and/or global courses will
A comparative approach is used to expose
familiarize students with the values, histories,
students to diverse perspectives of people,
and institutions of two or more societies
organizations, and governments in different
through the uses of comparative approaches.
countries and to stimulate students to reflect
on their own roles as local/global citizens of
the 21st century.
Indigenous perspective courses address the
During the weeks covering “Indigenous
longstanding tenure of a particular people in a
voices in the global context” and
particular geographical region, their histories,
“Participatory Approaches to
cultures, and ways of living as well as their
Communication for Development,” students
interaction with other groups, indigenous and
are exposed to Indigenous and nonnon-indigenous.
Indigenous perspectives on the value of
Indigenous languages and knowledges in the
globalized world.
Global perspective courses adopt a broad focus In this course, students will apply mass
with respect to time, place, and subject matter
communication and organizational
and one that is transnational and/or multicommunication concepts in understanding
cultural/ethnic in nature. Whether the cultures
the relations between the local and the global
or societies under study are primarily historical and in analyzing complex interdependencies
or contemporary, courses investigate significant among social groups, organizations, and
linkages or interactions that range across time
nation states.
and space.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Upon completion of a course in this perspective,
students will:
1. place human behavior and cultural ideas into
a wider (global/indigenous) framework, and
enhance their understanding of the complex
interdependence of nations and societies and
their physical environments;
2. demonstrate an awareness of the diverse ways
humans structure their social, political, and
cultural lives; and
3. analyze and compare the rights and
responsibilities of citizenship in the 21st century
including those of their own societies and
cultures.
Upon completion of this course, students
will achieve the following learning
outcomes:
•
Attention to communication
processes when analyzing interdependence
involving international and multicultural
organizations; and
•
Awareness of key communication
issues resulting from globalization and
informatization over time;
•
Understanding of the impacts of
information and communication
technologies (ICTs) on social change;
•
Understanding of how transnational
advertising impedes and promotes
sustainability.
•
Ability to compare the convergence
and divergence of perspectives held by
members of their communities, the U.S.
public, and people in other countries,
particularly non-Western and developing
countries.
•
Appreciation for the value of
indigenous languages and first peoples’
perspectives in the global context.
•
Ability to hold a position based on
analysis of evidence and arguments for and
against the presence of cultural and
linguistic imperialism brought about by
ICTs;
•
Knowledge about participatory
approaches to communication and
sustainable development;
•
Understanding of the pros and cons
of using the Internet and the media to
facilitate communication within and across
cultural groups, transnational organizations,
and nation states;
•
Awareness of the implications of
using English as the global language in
different linguistic and cultural contexts
over time.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
N/A
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
See attached.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.
COMX 204X.01 International and Development Communication
The University of Montana-Missoula
2:10 – 5 p.m., Wednesdays, Spring 2014
Instructor: Dr. Phyllis Ngai
E-mail: phyllis.ngai@umontana.edu
Work/Home Phone: 406.721.4691
Office: LA 237
Office hours: 1:00 – 2:00 p.m. Wednesdays and by appointment
Course Description
COMX 204X introduces students to the concepts of International and Development Communication.
International Communication deals with information exchange and cultural flow across nations and societies.
Development Communication focuses on assessing the role of transnational communication in social change,
including its impacts on first peoples. The course surveys communication issues related to globalization,
cultural and linguistic imperialism, the Internet, the media, English as a global language, Indigenous voices,
transnational advertising, multicultural/transnational organizations, participatory development, and
sustainability. Through case studies, students will apply mass communication and organizational
communication concepts in understanding the relations between the local and the global and in analyzing
complex interdependencies among social groups, organizations, and nation states. The course aims to engage
students in discussing communication issues of global significance through case studies and conversations with
people from different countries. This course is designed to incorporate contextualized and cooperative learning.
A comparative approach is used to expose students to diverse perspectives and to stimulate students to reflect
on their own roles as local/global citizens of the 21st century. It is a core course of the International
Development Studies minor.
Course Objectives
Upon completion of this course, students will achieve the following learning outcomes:
 Understanding of important concepts in international and development communication;
 Awareness of key communication issues resulting from globalization and informatization over time;
 Understanding of the impacts of information and communication technologies (ICTs) on social change;
 Ability to hold a position based on analysis of evidence and arguments for and against the presence of
cultural and linguistic imperialism brought about by ICTs;
 Understanding of the pros and cons of using the Internet and the media to facilitate communication
within and across cultural groups, transnational organizations, and nation states;
 Awareness of the implications of using English as the global language in different linguistic and cultural
contexts over time;
 Appreciation for the value of indigenous languages and first peoples’ perspectives in the global context;
 Knowledge about participatory approaches to communication and sustainable development;
 Understanding of how transnational advertising impedes and promotes sustainability;
 Attention to communication processes when analyzing interdependence involving international and
multicultural organizations; and
 Ability to compare the convergence and divergence of perspectives held by members of their
communities, the U.S. public, and people in other countries, particularly non-Western and developing
countries.
Tentative Course Schedule
(The reading assignments listed below may be modified. Check Moodle for weekly updates. Apart from the articles listed
below, you will be given additional case studies to read in class or to take home. Stay tuned!)
Date
Jan 29
Topic
1. Introduction to International and Development Communication
In-class case study
Feb 5
2. Globalization, Informatization, and Communication
Required Readings:
-Communicating in Global and Multicultural Contexts—George Cheney, Lars Thoger
Christensen, Theodore Zorn, and Shiv Ganesh pp. 377 -382 only
-Globalization, Informatization, and Intercultural Communication-- Randy Kluver
pp. 425 – 430 only
-From the Information Society to Knowledge Societies-UNESCO pp.27-30 only
Feb 12
Quiz 1
3. Cultural Convergence and Divergence through Communication
Required Readings:
-Communication and Culture--Christine Ogan
-Communicating in Global and Multicultural Contexts—George Cheney, Lars Thoger
Christensen, Theodore Zorn, and Shiv Ganesh pp. 383 - 390 only
Feb 19
4. Digital Communication in a Borderless World
Required Reading:
-Digital Media: Global, Interactive, and Free—William Hachten and James Scotton
-Social Networking Popular Across Globe--Pew Research Center, 2012, pp. 1 - 7 only
Feb 26
5. Media in the age of Globalization
Required Reading:
-The Whole World is Watching: Impact of Great News Events—William Hachten and
James Scotton pp. 77-85 only
-Public Diplomacy and Propaganda—William Hachten and James Scotton pp. 206-214
only
Mar 5
Quiz 2
6. The cases of China, Africa, and the Middle East
Required Reading (select one of the following chapters by William Hachten and James
Scotton):
-China: New Media in an Old Media World
-The Middle East: Media Storms in the Desert
-India and Africa: Contrasts in Development
Mar 12
Mid-term Group Debates
Mar 19
7. Communication, Technology, and Development
Required Reading:
-Information and Communication Technologies for African Development: Proportional
Technologies and an Ethics of Uses—Osee Kamga and Fabien Cishahayo pp. 113-119 only
-Communicating the True Ecological Cost of Development: Addressing Development and
Environment in Orissa, India – Maitrey Mishra pp. 153 -162 only
Mar 26
8. Participatory Approaches to Communication for Development
Required Reading:
-Multiple Perspectives on Development Communication-Jan Servaes
-Renewing the Knowledge Societies Vision for Peace and Sustainable Development –Robin
Mansell and Gaetan Tremblay: Executive Summary pp. ix – xii only
-Organizational Communication and Globally Displaced Perimeter Populations: A
Neglected Challenge for Intercultural Communication Training-Phyllis Ngai & Peter Koehn
pp. 230 - 239 only
Apr 9
Quiz 3
9. Indigenous Languages and Native Voices in the Global Context
Required Reading:
-Power and Place Equal Personality-Vine Deloria
-An Extinction of (Ideas About) Species –K. David Harrison pp. 23-34 & 48-55 only
Apr 16
10. English as the Global Language and Its Implications
Required Reading:
-Why a Global Language? –David Crystal
-The Hegemony of English and Strategies for Linguistic Pluralism – Yukio Tsuda pp. 445 449 only
Apr 23
11. Transnational Advertising
Required Reading:
-Advertising, Globalization, and World Regions—John Sinclair
-Transnational Advertising-K. Viswanath & Liren B. Zeng pp. 69-72, 76-78, 80-85 only
Apr 30
Quiz 4
12. International and Multicultural Organizational Communication
Required Reading:
-Business Cultures –Geert Hofstede
-Management of culture and Managing through Culture in the Indian Software Outsourcing
Industry—Carol Upadhya pp. 104 -115 only
May 7
Individual consultation on position paper. Sign up for an appointment.
Final paper due Friday.
May 13 Tuesday
3:20 – 5:20 p.m.
Presentations and Discussion
(Finals Week Schedule)
Assessment
Assignment
Points Earned
Four reading quizzes
100 points
(25 point x 4)
120 points
(10 points x 12)
100 points
(10 points x 10)
100 points
(50 points x 2)
270 points
40 points
160 points
110 points
1,000 points possible
Participation in whole-class discussion and
in-class activities
Reading notes/preparation for class
discussion
Reading Club facilitation
Position paper and
Presentation
Group debate and
Individual annotated bibliography
Total:
Distribution Scale
933 –1000
A
900 – 932
A-
866 – 899
B+
833 – 865
B
800 – 832
B-
766 – 799
C+
733 – 765
C
700 – 732
C-
666 – 699
D+
633 – 665
D
600 – 632
D-
< 600
F
Reading Materials
The weekly required readings are electronic articles posted on our Moodle course website. In addition, you can find on
Moodle a list of supplementary readings related to each topic. The supplementary reading list is useful for writing the
papers and preparing for the final group debate. Some of the reference articles can be accessed via the “journal” tab on
the Mansfield Library website and some are posted on e-reserve. The password for accessing e-reserve reading materials
is international (all lower case, no italics, no punctuation).
Texts (Optional)
-Sustainability, Participation & Culture in Communication : Theory and Praxis, edited by Jan Servaes. University of
Chicago Press, 2013.
-The World News Prism: Challenges of Digital Communication (8th edition), by William Hachten and James Scotton.
Wiley-Blackwell, 2012. [Optional][On reserve in Mansfield Library]
-Internaional Communication: A Reader, edited by Daya Kishan Thussu. Routledge, 2010. [Optional][On reserve in
Mansfield Library]
Global Communication: Theories, Stakeholders, and Themes, by ThomasMcPhail. Wiley-Blackwell, 2010. [Optional]
[On Reserve in Mansfield Library]
-International and Development Communication: A 21st Century Perspective, edited by Bella Mody. Sage Publications,
2003. [Optional]
-International and Multicultural Organizational Communication, edited by George Cheney and George Barnett.
Hampton Press, 2005. [Optional]
-When Languages Die: The Extinction of the World’s Languages and the Erosion of Human Knowledge, by K. David
Harrison, Oxford University Press, 2007 [Optional]
In-Class Reading Club
Reading clubs consists of weekly in-class small-group discussions that are based on the required readings. Every week
we will set aside some time in class for Reading Club sharing. In order to benefit from and contribute to the group
discussions, you need to complete the required readings assigned for the week before class and come prepared to share
your reflective comments about the materials. In the reading process, use the Reading Club note sheet posted on Moodle
to record key points, important quotes, and questions and comments based on the required readings. Refer to your notes
during in-class Reading Club discussions. Submit your notes to the instructor after Reading Club discussion each week.
Each of you will play the role of a facilitator for your Reading Club twice during the semester. When it is your turn to
lead your Reading Club, you are responsible for the following tasks during the group meeting:
1.
2.
3.
4.
5.
6.
7.
Demonstrate leadership;
Highlight the main ideas of the reading materials (no more than 3 minutes);
Lead discussion in response to the instructor’s guiding questions based on the required readings;
Respond to each group member’s comments and ask follow-up questions to stimulate discussion;
Bring out diverse perspectives of your Reading Club members through follow-up questions;
Keep the discussion relevant to the topics of the week and respectful to all involved; and
Present a three-minute highlight to the whole class after the Reading Club discussion.
To earn a good grade for Reading Club participation:
 Take time to reflect on the required readings before class;
 Use the guiding questions provided by the instructor to help you focus;
 Share with classmates your comments and questions in reaction to the readings during discussion;
 Submit reading notes that indicate your preparedness for group discussion.
Grading Rubric for Class Participation
Grade: 10 points
max.
Grading criterion
Content of Interaction
7 points or below
8 points
9 points
10 points
Your contributions are
remotely related to the
assigned readings or
the ongoing class
discussion.
Your contributions
are not supported or
illustrated well with
references to the
assigned readings or
personal
experiences.
Your contributions are
supported or
illustrated with some
non-specific
references to the
assigned readings or
personal experiences.
Your contributions are
thoughtful and well
supported with
representative
evidence from the
assigned readings or
are illustrated with
direct quotes and
specific examples
from the assigned
readings, personal
experiences, and other
sources.
Quality of
Contribution
You sit quietly most
of the time and
seldom participate in
class discussion.
You contribute to
class discussions no
more than once or
twice each weekly
meeting. Your
contributions tend
to be limited to
short responses (a
few words).
You contribute to
class discussions by
engaging in dialogues
that involve
supporting or
challenging
classmates’ ideas and
raising pertinent
questions for further
reflection and
discussion.
Your contribution goes
beyond the
expectations for the
last level. In addition
to helping further
ongoing dialogues and
stimulate deeper
reflection, you assist
your classmates to
decipher connections
across concepts, ideas,
and perspectives.
Professionalism
Arrive late or leave
early for reasons other
than illness or
emergency. Show
minimal interest in
class discussions and
activities.
Arrive on time.
Listen attentively
when others speak.
Arrive on time. Take
part in all discussions
and in-class activities
seriously. Listen
attentively when
others speak.
Arrive on time and
remain an interested
and active participant
throughout the whole
class. Contribute to
class discussions and
activities using
respectful,
professional verbal
and nonverbal
communication
approaches. Interact
with others in a
manner that conveys
respect for diverse
perspectives.
*You will earn a grade for attending each class.
Online Gradebook
1. Participation points that you earn each class are posted on Moodle every week. You can click on "Gradebook" on the
menu see the points you have earned throughout the semester.
2. When you miss a class because of sickness, family emergency, or any other legitimate reason, you can (a) earn a
Reading Club participation grade based on your written notes about the required readings and (b) you can make up the inclass participation points by submitting two pages of reflective comments on key in-class materials. Consult with the
instructor regarding an in-class focus of the week. Please submit your written notes and make-up work along with
documentation of evidence, such as a note from the Curry Health Center.
3. If you see a particularly low grade for Reading Club participation, it is probably because you did not submit the written
reading notes, indicating that you were well prepared for Reading Club group discussion. Another possibility is that you
submitted your notes, but you did not put your name on your papers. Check with the instructor concerning missing grades
or missing work. Or, it is because you did not actively participate in the discussion.
4. Extra credits: Throughout the semester, you will find a wide range of lectures and workshops about different countries
and various international/development communication topics held on campus. The instructor will inform you of the ones
that are particularly relevant to this class. You can earn up to 10 points by submitting a report after attending a designated
event. A report should include three main parts: (1) a summary of main ideas, (2) important quotes, and (3) reflective
comments. The maximum number of extra-credit points one can earn for the semester is 30.
Quizzes









You will complete four in-class quizzes, in place of mid-term and final exams.
The quizzes cover the required readings and the materials presented by the instructor in class.
The quiz dates are listed in the course schedule above.
You will take the quizzes via Moodle in class. Please bring to class your UM Net I.D. and password required for
accessing UM computer network on quiz days.
Each quiz includes 10 multiple-choice questions to be completed in 20 minutes.
You can use your books and notes when completing the quizzes.
Collaboration is not allowed during the assessments.
In order for your quiz scores to be valid, you must complete the assessments in the designated computer lab with
the rest of the class as scheduled.
Students with disabilities need to contact the instructor two days before each quiz to arrange for accommodations.
Course Policies

You are responsible for submitting your assignments on due dates. Late work receives a 5-percent deduction
each day from the assignment grade (up to 40 percent) unless you provide a note from a doctor indicating
that you were unable to complete the assignment because of sickness.

Students with disabilities may request reasonable modifications by contacting me. The University of Montana
assures equal access to instruction through collaboration between students with disabilities, instructors, and
Disability Services for Students (DSS). “Reasonable” means the University permits no fundamental alterations of
academic standards or retroactive modifications. For more information, please consult
http://www.umt.edu/disability.

You should be aware that as a student at the University of Montana, you must practice academic honesty and
are bound by the following Code of Academic Conduct:
http://life.umt.edu/vpsa/student_conduct.php
As the code explains, academic misconduct includes plagiarism, cheating, and deliberate interference with the
work of others. It is the intellectual equivalent of fraud—a crime against the codes of the academy. As an
academic crime, plagiarism merits academic punishment, ranging from an F on the assignment or for the course,
to suspension or expulsion from the University.

February 14 is the last day to add/drop or change your grading option.