Approved by University studies Sub-committee. A2C2 action pending.
Approved by Faculty Senate October 24, 2005.
University Studies Course Approval
Department or Program: Global Studies
Course Number: 205
Semester Hours: 3
Frequency of Offering: Every Other Year
Course Title: Global Cultural Encounters
Catalog Description: This course, conducted as a learning community, seeks to bring
together linguistically, ethnically, and culturally diverse students in an effort at academic
and social cross-fertilization of their backgrounds and academic concentrations to
promote cultural understanding and enrichment.
This is an existing course previously approved by A2C2: Yes
This is a new course proposal: No
Department Contact Person: Dr. Michael Bowler, Faculty, Global Studies Program
University Studies Approval is requested in: Unity and Diversity: Global Perspectives
Attachments: The syllabus explains the learning and requirements for students enrolled
in the course. It also links the course objectives and the course schedule with those
objectives from the global perspectives category of Unity and Diversity courses.
Examples of assignments in addition to essays and exams provide examples of designed
learning experiences related to the global perspectives objectives and are listed under the
evaluation section in the syllabus. Additionally, I have included a further section at the
end of the course schedule to briefly explain how these assignments will be used as parts
of the course.
The following explains how this new course will meet the Global Perspectives objectives:
Global Perspectives
The purpose of the Global Perspectives requirement in University Studies is to improve
students' understanding of the growing inter-relatedness of nations, people, and the
environment, and to enhance students' ability to apply a comparative perspective to crosscultural social, economic, political, spiritual and environmental experiences. Courses that
fulfill the global perspectives requirement must address at least two of the following
outcomes:
These courses must include requirements and learning activities that promote
students' abilities to:
a. understand the role of the world citizen and the responsibility world citizens
share for their common global future.
Many of our other Global Studies University Studies approved courses focus on world
citizenship and our responsibilities toward global or regional issues. This course will
focus on our global citizenship responsibilities related to our intercultural knowledge and
skills related to others, and in this case being able to effectively communicate, dialogue
and work with students of globally diverse cultural backgrounds.
For instance, in a paper or a class presentation students will be evaluated with
regard to their analysis of the importance of intercultural communication as an
important professional role and skill as well an important responsibility when
negotiating and debating key global issues
b. describe and analyze social, economic, political, spiritual or environmental
elements that influence the relations between living beings and their
environments or between societies.
Again unlike other Global Studies University Studies approved courses, this course will
focus on how cultural and environmental factors would affect resolution of issues as well
as relationships between students and professionals of different countries as well as
require knowledge and sensitivity in intercultural communication.
For instance in a paper or presentation on a case study related to a key global
organization and/or international conflict, students will be evaluated on their
analysis of the socio-cultural elements that had a determinative influence in
subsequent organizational and international relations.
c. Identify and analyze specific global issues, illustrating the social, economic,
political, spiritual, or environmental differences that may affect their resolution.
Here we will examine how global and cultural factors and relationships including in our
classroom and within international organizations affect certain global issues. We plan to
look at a several cases studies and role play in the class room in order to analyze this in
terms of cultural encounters.
For instance in an essay or presentation, students will be evaluated based upon their
ability to describe and analyze how specific socio-cultural differences and/or
perceived differences were influential or determinative in responses to specific
global issues.
Winona State University
Global Studies Program
GS 205 Global Cultural Encounters
Credits: 3
Class Meeting Times and Location: TBA
Instructor: Global Studies Staff
E-mail address: TBA
Home Telephone: TBA
Office Hours: TBA
Required Learning Materials:
Text books:
Raymond Cohen, Negotiating Across Cultures: International Communication in an
Interdependent World, United States Institute of Peace, 1997.
Clashing Views on Controversial Global Issues, Third Edition
James E. Harf, UNIV OF TAMPA; Mark Owen Lombardi, COLLEGE OF SANTA FE;
ISBN: 0-07-311163-5 ,
Publication Date: December 2004
L. Robert Kohls, John M. Knight Developing Intercultural Awareness: A Cross-Cultural
Training Handbook, Intercultural Press, 1994.
Deena R. Levine M.A., Mara B. Adelman Ph.D. Beyond Language: Cross Cultural
Communication, Prentice Hall, 1993
Catalog Description: This course, conducted as a learning community, seeks to bring
together linguistically, ethnically, and culturally diverse students in an effort at academic
and social cross-fertilization of their backgrounds and academic concentrations to
promote cultural understanding and enrichment.
University Studies Program: This course is being considered for approval for the
University Studies Program of Winona State University and meets the requirements of
the Unity and Diversity (Global Perspectives) category of the program.
University Studies Program, Unity and Diversity (Global Perspectives) Category:
a. Explain and analyze the responsibility world citizens share for their common global
future.
b. Describe and analyze social, economic, political, spiritual, or environmental elements
that influence the relations between living beings and their environments or between
societies; and
c. Identify and analyze specific global issues illustrating the social, economic, political,
spiritual, or environmental differences that may affect their resolution.
Course Objectives:
1) To establish a global culturally diverse learning community (linked with
University Studies Global Perspectives objectives 1 and 2).
2) To describe and discuss global diversity issues (linked with Global Perspectives
objectives 2 and 3).
3) To describe the accompanying cultural enrichment (linked with University
Studies Global Perspectives objectives 1 and 2)
The university studies global perspectives’ objectives will be central to our study.
Central to this course will be the exploration of cultural differences and their effect on
how issues are viewed differently, how cultural differences influence interactions and
expressions as well as the skill to interact with people and particularly students from
different cultural backgrounds. Not only will students be able to purse these objectives
through reading, viewing, and discussing the course materials, but through the
development of their own culturally diverse learning community.
All of the above objectives (university studies and general) is interdisciplinary (that is
using and integrating knowledge across academic disciplines). Therefore Cultural
Encounters is necessarily is an interdisciplinary as opposed to disciplinary field of study.
The course calendar below links course topics with the above course objectives.
Assessment Procedures: Beside the evaluation methods and requirements listed below, I
will be assessing what you have learned with regard to the course objectives on a daily
basis through conversation and short writing assignments including one-minute papers at
the end of class. I want to make sure that you are reading and understanding as well as
are able to demonstrate your learning and critical thinking through regular oral and
written communication. I want to encourage you to raise questions about materials you
do not understand via e-mail, telephone calls, office visits during class. In addition I am
always happy to listen and discuss your own interests and points related to the course
material in order to help you increase your own learning with regard to the course
objectives.
Evaluation Procedures:
Multiple choice/essay exam on Introduction and Ethnic Backgrounds (20%)
Multiple choice/essay exam on the Global Studies and Culture (20%)
Multiple choice/essay exam on the integration between Ethnic Background and Global
Issues (20%)
Group presentations on (20%) topic of special interest related to ethnicity, culture, and
global studies.
Class participation (including classroom oral and written contributions, quizzes, extra
credit oral reports about Asia events attended outside of class) (10%)
Weekly news, newspaper, and event reporting on ethnicity, culture, and global studies in
the community. (10%)
Note: The above evaluation opportunities have been chosen so as to give each of you
several different ways of demonstrating your learning and making it possible for you to
earn the course grade you desire. I am always open negotiation and suggestions about
changes in these assignments as long as they will increase your learning and do not
overburden you, however bring these up earlier in the semester rather than later.
Grading Scale: A= Excellent, 4.0; B= Very Good, 3.0; C= Average, 2.0, D= Below
Average, 1.0; F=Failing, 0.
Policy on Attendance and Tardiness: Attendance in class is required. Roll call will be
taken frequently until I get to know your names, and thereafter I will record attendance
on my own for each class. If you have more than two unexcused absences, your
participation grade will likely be lowered. Being regularly late for class will negatively
affect your participation grade. Professionalism requires that you communicate
anticipated absences in advance to me and arrange to receive class notes and assignments
from classmates.
Academic Integrity Policy: From the WSU Undergraduate Catalog: "Academic integrity
at Winona State University is based on honesty. The University community requires that
work produced by students represents their personal efforts and requires that they
properly acknowledge the intellectual contributions of others.
WSU Students are required to adhere to the University's standards of academic
integrity. The following are examples, not intended to be inclusive of types of behavior
that are unacceptable and will be viewed as violations of the academic integrity policy:
cheating, deception and misrepresentation, enabling academic dishonesty, fabrication,
multiple submission, and plagiarism."
Please consult the catalog for further explanation of these examples and due
process. Please raise any questions you have about academic integrity in class or during
office hours. We will discuss the purpose and particulars of this policy as we prepare for
course assignments. While I encourage collaborative learning and study, I want to
distinguish this from doing your own work and giving others credit on assignments.
Policy and Penalty for Missed Exams, Assignments, Etc.: Your assignment will be
reduced by one grade for each day that it is late. This includes being absent on the due
date. Please do not miss class because your assignment is late as you will be penalized
for a late paper and missing class. While I am willing to grant extensions with or without
penalty for good reasons, professionalism demands that you make such a request prior to
the due date if at all possible.
Policy for Individuals with Special Needs: Winona State is committed to making its
programs accessible to all qualified students. Students who need accommodation are
advised to provide documentation to the 504 Coordinator, Phelps Hall 129. In addition,
please see me early in the semester so that we can discuss your needs and how I can assist
your learning.
Policy for Proper Safety Procedures: Your safety is of the utmost concern of WSU and
its instructors. Immediately alert your classmates and me to any safety hazards you
observe.
Blackboard: We will utilize Blackboard as needed throughout the semester as needed
but not until I return from Bangladesh.
This syllabus is subject to change based upon your learning needs and WSU
academic requirements. I welcome your suggestions for improving your learning
experience, the earlier in the semester, the better.
Course Schedule
I. Course Introduction: (Global Perspectives’ objectives a-c)
A. Conversations about Ethnic backgrounds
B. Conversations about global studies area concentrations
C. Conversation about how ethnic background and area
D. Learning Community team building
II.
Ethnic Backgrounds (Global Perspectives’ objectives a and b)
A. How are we different and how are we similar?
B. How is the world different and similar?
C. Ethnic diversity on campus
D. The value of ethnic diversity, what we can learn
E. Various issues of cultural diversity on campus and globally
F. Learning Community team building around ethnicity
III. Global Studies Area Concentration and Culture (Global Perspectives’
a-c)
A. The purpose of area concentrations
B. How we can learn about area concentrations from those with
ethnic and cultural backgrounds from those areas.
C. Different perspectives on area concentrations based on culture
and ethnicity
D. The value of outsider perspectives on area concentrations
E. Team building on Global Studies Area Concentrations
IV. Conclusion and Integration (Global Perspectives a-c)
A. Learning community field trip or social celebration based upon
learning and social needs as identified by members of the
community
B. Going forward into the major based upon these learning
experience
C. Learning Communities, citizenship and global studies, team
building exercises.
Assignments related to global perspectives objectives:
Besides the role playing opportunities between students that are obviously possible where
the focus in cultural encounters and global studies, we also plan to focus on a number of
particular cases of global cultural encounters including using readings and videos, as well
as welcome select faculty and professionals to provide us with their own cases for
analysis and discussion. In each of these cases many class activities will be possible,
including having various teams of students responsible for introducing and analyzing
many of these examples.
This course will likely bring together many US and international global studies majors
and minors with our two different areas of concentration, North American and Asian
studies. It will be extremely important that we use this course to create a learning
community where students actually are able to come together to appreciate both the
difficulties and the successes of intercultural encounters between themselves and as they
analyze their chosen area of global studies.