St. Cloud State University
General Education Goal Area 8
Global Perspectives
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Erika Vora
Phone: 308-3240
Email: ewvora@stcloudstate.edu
2.
Requesting Unit: Communication Studies
3.
Department, Course Number, Title: CMST 330, Intercultural Communication
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
7.
Course bulletin description, including credits and semesters to be offered:
Application of theories related to communicating with persons from different cultures. Prereq.: 192. 3 Cr.
F, S.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
Required of CMST majors & CMST intercultural communication minors, elective for CMST minors,
one of several CMST -courses that meets the COB second communication requirement.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
N/A
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
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Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 8: Global Perspectives
Develop a comparative perspective and understanding of one’s place in a global context.
This course is designed to help students see the world from multiple historical, cultural, and religious
perspectives which is fundamental to the process of becoming an effective intercultural communicator.
13. In order for a course to be designated as fulfilling Goal Area 8, it must address at least 4 of the 5 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Explain how they are connected and related to people elsewhere in the world.
2. Describe similarities and differences among global places and populations.
3. Analyze how political, economic or cultural elements influence relations among the world’s states, peoples, or
societies.
4. Analyze specific international issues and propose and evaluate responses.
5. Articulate a vision of their individual roles and responsibilities in a common global future.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
14-2 Describe similarities and differences among global places and populations.
Students identify and describe similarities and differences among global places and populations using
major intercultural communication concepts and theories, such as Hofstede’s cultural dimensions (e.g.,
individualism/collectivism, power distance, feminine/masculine cultures, uncertainty avoidance)
worldview (e.g., Eurocentric, Asiacentric, Afrocentric, North American Indian centric, and how different
worldviews influence communication), religion based complications in intercultural communication
(monotheism, polytheism), and Hall’s high and low context culture.
14-3 Analyze how political, economic or cultural elements influence relations among the world’s states,
peoples, or societies.
Students identify and analyze major historical events which have become part of the cultural consciousness
of a people, and explain how these events influence intercultural communication (e.g., the Crusades, the
Slave Trade, the Holocaust, Colonialism, Genocides, Immigration, Identity and American co-cultures) and
explain how economic elements, such as immigration and outsourcing affect identity and intercultural
communication.
14-4 Analyze specific international issues and propose and evaluate responses:
Using intercultural communication and conflict theory, students analyze specific international issues, (e.g.,
12/11/2009
genocide in Rwanda, ethnic cleansing in Bosnia, the Arab Israeli conflict, gross human rights violations,
the terrorist attack during the 1972 Olympic Games in Munich, and in New York City on 9/11), compare
and contrast the responses to these issues to Mahatma Gandhi’s legacy of nonviolence, the Truth and
Reconciliation Commission of South Africa or the Gacaca Courts Grassroots Justice System in Rwanda),
and propose a conflict management style toward solving specific international issues.
14-5 Articulate a vision of students’ individual roles and responsibilities in a common global future.
Students explain and give examples how they are linked to all people in our interdependent world (e.g.,
through immigration, business, climate, food sources, imports and exports, transportation, technology and
worldwide aid and peace initiatives), apply intercultural communication theory toward reducing their own
ethnocentrism, develop a cosmopolitan mindset, personally get to know culturally diverse people,
participate in intercultural and interfaith dialogue, and practice cultural relativism and the Platinum Rule in
their everyday lives.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
Intercultural communication theories and concepts
Worldviews, religion based complications in intercultural communication
Compare and contrast various culture-based conflict management styles
10 %
10 %.
5%
Historical events embedding collective cultural consciousness
Immigration opportunities and challenges in intercultural communication
Identitiy, family history and co-cultures in the USA
Outsourcing
5%
5%
10%
5%
Nonviolent conflict management styles of Gandhi and the TRC
Conflict and comm. styles between Israeli Jews and Palestinian Arabs
Genocide, ethnic cleansing, and post-genocide in the world
Current immigration issues and communication in the United States
10 %
5%
5%
5%
Overcoming intercultural anxiety - intercultural dialogues, fieldtrips
Practicing Perspective-taking and Perspective-taking listening
Developing cultural relativism and a cosmopolitan mindset
Practicing Ethical Relativism versus a Universal Ethic
10%
5%
5%
5%
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St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: CMST
Course or Course(s): Intercultural Communication, CMST 330
Roseanna Gaye Ross
Department or Unit Chair Signature
2/05/10
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date