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SEATTLE CENTRAL COMMUNITY COLLEGE
Humanities 105 IP, “Intercultural Communications”
Spring 2009
PROFESSOR:
Annie Galarosa
OFFICE:
BE 4111
TELEPHONE:
(206)
agalar@sccd.ctc.edu
OFFICE HOURS: By appointment 2:30 – 3:30
Prerequisite(s): Permission by IP and/or Instructor
COURSE DESCRIPTION:
Intercultural communication occurs when people from one culture interact with people
from another culture. This course provides an interdisciplinary focus on the values,
patterns, history, and attitudes that create and sustain culture. We will emphasize skills
and empathy in intercultural communication gained from the study of diverse cultures.
Our exploration can incorporate lectures, group discussion, literature, art, theory,
speakers, music, and films.
This course is an introduction on the topic of intercultural communication. Intercultural
Communication is communication that occurs between individuals and entities that are
culturally unalike. Intercultural communication is filled with challenges and opportunities
and the general goal of the course is to understand these challenges and opportunities to
enhance the quality of intercultural communication. Intercultural communication is
grounded within key historical, political, organizational, and interpersonal contexts that
shape our individual interaction with people from different cultures. That is, our
behaviors are layered within specific contexts and intercultural communication takes
place at each layer. For example, intercultural communication takes place in
organizations, but organizational context also influences and is influenced by an
individual’s communicative behavior. At each layer, there are a set of communication
challenges and skills that can help people be more competent intercultural
communicators.
CLASS OBJECTIVES:
1.
To demonstrate understanding of and sensitivity to a variety of cultural
perspectives and be able to identify ways of understanding and appreciating
cultural similarities and dealing with challenges that arise from cultural
differences.
2.
To provide opportunity to put theory into practice in the classroom through
media, published works, experiential exercises and activities.
3.
To create a learning community beyond the classroom through community
service learning opportunities.
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Learning Outcomes: Students will be able to
1. Deliver an appropriate, culturally sensitive presentation related to cultural issues
and values.
2. Demonstrate and apply the process of selecting, organizing, and delivering a
presentation.
3. Be an effective, mindful, and self reflective communicator across cultures while
contextualizing one’s own culture.
4. Analyze and examine through writing and discussion, multicultural relationships in
the United States, such as race/ethnicity, class, socio-economic status, religion
and gender.
5. Describe and connect historical foundations to contemporary multicultural issues
and values.
6. Acquire knowledge and skills at various layers that increase intercultural
communication competence.
7. Identify barriers—racism, sexism, and systems of privilege—that arise from
histories of colonization, exploitation, and discrimination, and learn ways to
creatively address these inequities.
8. Gain a critical perspective on local/global issues by examining the historical and
political dimensions of intercultural relations.
COURSE MATERIALS:
Required:
1. Intercultural Communication: A Layered Approach by John G. Oetzel
2. Dreams From My Father by Barack H. Obama
COURSE REQUIREMENTS:
Class sessions will consist of mini-lectures, films, guest speakers, large and small group
discussions, class exercises and activities and debriefings around the topics and activities.
The purpose of the groups is to share ideas to help one another learn (e.g. talking about a
reading or lecture). Attendance and full participation is mandatory. The majority of
the required reading and writing assignments must be completed prior to each class
session.
1. Self-discovery learning journal. This is a one to two page self-reflection essay
due every week. There will a total of 10 journal entries, Due on the Monday
following the previous week beginning with the second week of the quarter.
2. Weekly chapter readings and small group seminar presentations and/or pop
quiz on the chapter readings and related materials such as films and additional
articles as assigned.
3. Two major writings.
4. Midterm and Final Self Evaluation.
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5. Service Learning
“Service-learning is both a philosophy of education and a learning
method. It is a type of experiential learning that engages you in a direct service within
the community in a way that supports the learning goals of the course.” Your experience
with service learning will help you better understand the concepts and theories in the
course. You can earn two extra credits with Service Learning; this part is optional. This
requires an additional commitment of 16-20 hours of community service over the course
of the quarter. If you do not want to pay for the additional credits, you may have servicelearning noted on the bottom of your transcript.
The orientation for Service Learning will take place the second week of the quarter. For
more information, go to the following website: http://seattlecentral.edu/service-learning/
For a list of the pre-approved SL agencies go to my course webpage.
GRADING: (see separate Grading sheet!)
Procedures for appealing exam/paper scores: I will go over exams and papers in class.
This time is not for debating scores; it is a time for understanding the exam
questions and answers. If you believe your grade is incorrect and would like to appeal
the score, you have two choices: (1) write out the appeal, carefully explaining why you
feel you deserve more points and I will notify you of my decision in writing within 2
days or so, and/or (2) make an appointment to discuss the issue in my office. The first
appointment will be 24 hours after the exam/paper is turned back to you.
I will accept late papers for one week after the due date with a pre-10% penalty
deduction. Assignments are due at the beginning of class unless otherwise noted. For
every day late, I will deduct 5% off of the total points as a penalty. Makeup
examinations are only allowed if you make special arrangements with me BEFORE the
exam date (or under extreme cases such as a family emergency).
CLASS PARTICIPATION AND ATTENDANCE:
Attendance and class participation are an integral part of the learning process. Class
participation enables you to demonstrate your knowledge of the material, and to express
what you think. It shows me that you have read and reflected on the subject, and it
allows all of us to share perspectives that might otherwise remain hidden.
Participation includes attendance (on time), paying attention (e.g. not falling asleep),
note-taking, and discussion of the course content with other classmates in small and large
group settings. A three day grace period for absences is allowed before losing any points;
thereafter each day of absences or a series of tardiness or early exiting will result in a loss
of points towards attendance/participation. Specifically, I will take attendance
throughout the quarter and for every absence over the 3 grace day allowed (excused or
unexcused) will result in a deduction of 3 points from your overall grade.
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Withdrawal:
If you are no longer planning to continue the class, you must take the
responsibility to officially withdraw from this class. May 29 is the last day to withdraw
with instructor’s signature. If you do not withdraw, or sign up for an exit interview you
can expect a “0.0” in the class.
INSTRUCTOR’S EDUCATIONAL PHILISOPHY:
We will read, discuss/debate and write to not only improve our critical thinking, reading,
writing and oral skills but to develop our independent and collaborative learning skills.
To study any subject well, there must be commitments by all to actively engage in the
learning process.
Student Responsibilities: contribute to the development of a learning community by
 reading the required reading assignments in a timely manner
 attending and participating in classroom activities
 taking notes
 responding with an open and inquiring mind
 improving on one’s written and oral skills by applying corrections made on your
written work.
 allocating time out of class for daily preparation and reflection.
I will expect you to take an active role in your learning. If you are having trouble, you
need to come see me. I am very happy to help you out--that is what I am here for. I am
willing to work with you until you completely understand. Please take advantage of my
services. Please do not be afraid to come see me. Further, if you do not understand
something, I will expect you to ask questions. I give ample opportunity to ask questions.
I will often say, “Are there any questions?” If there is no response, I assume everyone
understands. If you are embarrassed to speak up in front of the class, come and talk to
me after class or in my office.
The instructor is not “all-knowing” with fixed and immutable knowledge and
information. Knowledge and information are mutable and can be created, beginning with
the student’s interests. Activities are student centered (rather than instructor centered)
that will help you reflect upon your own experiences. This method is used to help
promote active learning since learning beyond reading is ultimately a social
experience. Finally, the individual is often the most important source of knowledge.
Each of you is your own best authority on your perceptions, reactions, emotions and
experiences. However, your personal knowledge should be checked and verified
against other criteria such as research sources. The check includes the perceptions of
others and the legacy and patterns of the past. In conclusion, this attempt at education is
to actively involve the student through as many different methods as possible within a
social environment.
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At the end of the quarter, you will be faced with the greatest challenge of all; and that is
to continue this work of inquiry; to go far beyond what you have learned and apply it to a
lifelong commitment to learning. This includes a commitment to share your knowledge
and efforts with others. (Each one, teach one).
AMERICAN DISABILITY ACT:
If you need course adaptation or accommodation because of a disability; if you have
emergency medical information to share with your instructor, or if you need special
arrangements in case the building must be evacuated; please make an appointment with
your instructor as soon as possible, and also the Disabilities Support Services Office.
REMINDER: Please turn off cell phones and other electronic devices while in class. A five
point penalty will be enforced after the 1rst warning due to a cell phone going off during
class time. Eating and drinking is not allowed in the classroom.
“To better understand the world around you and achieve a rewarding life”
- Master Bruce Lee, aka “Little Dragon”
03/24/2009