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SEATTLE CENTRAL COMMUNITY COLLEGE
Humanities 105, “Intercultural Communications”
Spring, 2003
PROFESSOR:
OFFICE:
TELEPHONE:
OFFICE HOURS:
Annie Galarosa
BE 4129
587-2917, agalar@sccd.ctc.edu
By appointment; sign up on the door
COURSE DESCRIPTION:
The main objective of this course is to increase the student’s
understanding of America as a society composed of a diverse people and its complex
history of contradictions based on freedom and slavery, self-determination and servitude,
hope and genocide. In addition, students should gain the ability to approach this study
and understanding of these issues, equipped with the appropriate tools and frame of
reference to put theory into practice, of being able to communicate across
cultural/racial/class/gender and religious differences.
Through reading, writing, discussion and self-reflection, students will be
exposed to the philosophy, general orientation and overview of intercultural
communication. Through various articles students will also learn to theorize about the
analysis of intercultural transactions (verbal and behavioral), and will be provided insight
into cultural differences and the relationships between culture and perception. As a
culturally pluralistic society, American literature should both contain the many voices of
a truly diverse population and also speak invitingly to those Americans who have not yet
found their voices. Our mobility, increased contact among cultures, a global marketplace
and the emergence of multicultural organizations and the workforces require that we
develop communication skills and abilities that are appropriate to a multicultural society
and to life in a global village.
CLASS OBJECTIVES:
 To increase the student’s understanding of America as a society composed of
a diverse people.
 Students will learn to communicate across cultures despite differences in
history, language, racial ethnicity, class, customs and values.
 Students will express in writing and through discussion, their understanding of
multiculturalism and related issues such as ethnocentrism, racism and gender
roles.
 Students will learn to think critically so that in the future, for example they
will recognize ethnocentric assumptions about American social life and how it
impacts behaviors and transactions between people.
COURSE MATERIAL:
Interracial Communication: Theory into Practice; Orbe, Mark P. and
Harris, Tina, M.; Wadsworth/Thomson Learning, Inc, c. 2001.
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COURSE REQUIREMENTS:
This course meets daily for 50 minutes. These sessions will consist of large and small
group discussions, class exercises and activities and debriefings around the topics and
activities. 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 selfreflection essay due every week. There will a total of 10 journal
entries.
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. Three major writing workshop essays.
4. Group project. This assignment requires small groups of 5-7 students
to create 3-hour diversity training workshop, including all necessary
materials required for implementation (i.e. lecturettes, exercises,
etc.).Each group will be responsible for focusing their workshop on a
common interest (i.e. topical area, specific objectives, target audience,
etc.). In addition to creating a training workshop module, students will
have 20 minutes to present a sample of their workshop to the class.
GRADING:
The final grade will be determined according to the following standards:
 Journals = 25%
 Attendance including discussion and active participation = 25%.
 Essays = 25%
 Group project = 25%
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. You may miss 1 day of class without losing any points; thereafter each
day of absences or a series of tardiness or early exiting will result in a loss of
attendance/participation. An excused absence due to a serious illness, accident, death in
the family or major crisis will require documentation such as a doctor's note, obituary,
police report, or legal affidavit, etc.
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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 30, 2003 is the last day to
withdraw with instructor’s signature. If you do not withdraw, then 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. This includes reading the required reading assignments in a timely
manner, attending and participating in classroom activities, taking lecture notes,
responding with an open and inquiring mind, improving on one’s written and oral skills,
assisting in the development of a learning community and allocating time out of class for
daily preparation and reflection.
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.
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.
REMINDER: Please turn off cell phones while in class. With the exception of a
possible potluck at the end of the quarter, eating and drinking is not allowed in the
classroom.
COURSE OUTLINE:
Class
Period
Content ( Textbooks: Interracial Communication: Theory into Practice
Reserved Readings in the School library and the Internet
Week 1
Introduction
Chapter 1
Week 2
The History of Race
The Power of Language, Labels, and
Naming
Chapter 2 and 3
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Week 3
The Development of Racial Identity
And Racial Perceptions
Chapter 4
Writing Workshop One
Week 4
Recognizing Multiple Self-Identities
And Other Identities
Chapter 5
Week 5
Theoretical Approaches to Studying
Interracial Communication
Interracial Friendships/and Romantic
Relationships
Chapter 6
Week 7
Interracial Communication in the
Context of Organizations
Chapter 9
Week 8
Public/Small Group Communication
Chapter 10
Week 9
Race/Ethnicity, Interracial Communication Chapter 11
And the Mass Media
Writing Workshop Three
Group Project
Week 10
Moving From the Theoretical to
The Practical
Chapter 12
Group Project
Week 11
Final Self Evaluation & Consultations
Group Project
Week 6
Chapter 7 and 8
Writing Workshop Two
Note: Additional reading materials such as books, articles and films will be
identified as we go from week to week. Some of these reading materials will be
available through the Internet. Students must be prepared to do additional reading
beyond the required textbook.