Course Syllabus
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CIEE Amsterdam, Netherlands |
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Course title: |
Intercultural Communication and Leadership |
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Course code: |
COMM 3301 NETH |
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Programs offering course: |
Summer Business and Communications, Summer Contemporary Netherlands Studies |
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Language of instruction: |
English |
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U.S. semester credits: |
3.00 |
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Contact hours: |
45.00 |
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Term: |
Summer Session I 2023 |
Course Description
This course explores the contemporary culture through the lenses of intercultural studies. Students will learn about current cultural, societal and political themes in Amsterdam and the Netherlands, compare ethnic and racial identities, and explore the experiences of diverse populations within European context. We will examine the complexity of host culture values, beliefs, and practices and learn to identify the cultural differences and similarities between cultures. Students will also learn about key intercultural communication theories, frameworks and leadership practices in order to deepen their cultural self-awareness, acquire new perspectives and effectively communicate and interact with culturally different others.
Learning Objectives
By completing this course, students will:
∙ Understand and competently discuss societal, political and cultural themes as they relate to racial and ethnic identity configurations in the context of the Netherlands.
∙ Increase self-awareness, particularly cultural self-awareness.
∙ Acquire a deeper understanding of the field of intercultural communication and intercultural concepts/theories and their relevance to their own experience
∙ Recognize cultural differences and similarities between U.S. American and the local culture and develop effective strategies to bridge differences.
∙ Develop an intercultural leadership practice that helps students translate their culture-specific and culture-general knowledge into moment-to-moment competence.
Methods of Instruction
Learning will involve in-class exercises, active reflection, discussion, readings, field reports, short lectures, and out-of-class activities that help you engage in the local culture on a deeper level. Each class session will involve students completing readings and activities online in Canvas in advance of, during, and after class sessions.
Certain days in the schedule will include expert guest speakers and events pertaining intercultural communication and leadership skills. Throughout the instructional activities, students will be invited to engage in critically constructive conversations in the contemporary context of intercommunity relations in the Nethernads, and globally.
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1. |
Two Response Papers |
20% |
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2. |
Cultural Comparison Research Proposal Poster |
15% |
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3. |
Cultural Comparison Research Paper |
20% |
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4. |
Digital Cultural Analysis Project |
25% |
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5. |
Participation |
20% |
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TOTAL |
100% |
Course Requirements
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Three Response Papers |
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These response papers would need to be rooted in/show a clear engagement with the reading, would need to be argumentative in nature, and would need to be shaped around a thesis/position statement. Total Word Count = 2200 • Response paper #1 (due in first quarter of the course) exploring Self Awareness Word Count = 400 : response weighting = 10% • Response paper #2 (due in the second quarter of the course) exploring the situation Russia-Ukraine conflict Word Count = 600 : response weighting = 10% |
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Cultural Comparison Research Proposal Poster |
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As a preparatory, formative assignment in advance of the summative research paper (below) students will create and present a research proposal in poster format. The proposal will provide a concise summary of the main elements of the research paper, including: 1. the central research question and sub-questions 2. the proposed methodology 3. a summary of three potential cultural (media based) artefacts for study 4. the bibliography, with three annotated readings |
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Cultural Comparison Research Paper |
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This paper would take the form of an argumentative research paper, incorporating instructor and peer feedback on the research proposal poster, which means that students should go beyond a mere one-to-one summary or application of the concept/theme and the film or TV series under consideration and must instead advance and support an original argument about the chosen cultural (media based) artefact film or television show that is grounded in the reading(s) they have selected. Total Word Count = 1500 This research paper should include: • a title and subtitle; • an introduction, culminating in a carefully crafted thesis statement; • one or more paragraphs that unpack (at least) one specific scene from the student’s chosen film, episode, or music video and marshal -- i.e. refer directly to and/or embed in their paper -- specific arguments raised in the readings to buttress the student's reading and support their thesis statement; • a conclusion, which may include further/future avenues of approach to the question(s) raised. |
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Digital Cultural Analysis Project |
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Students will be asked to analyze their experiences and educational growth while the course is in session, and to record their findings in a 3-4-minute vlog. Students must identify which cultural values or critical concepts are at work in their experiences and examin in detail how these values shape how they frame their learning process.It's very important to pay attention to the change in their intercultural communications competencies and capacities. Since students will share their analysis in a vlog, their presentation style may be informal and conversational. That said, students’ commentary should reflect a close engagement with the cultural or critical concept(s) at work in their wrok in the class leading to that, and should be informed by one or more of the readings discussed in class (although quoting directly from the reading is not required). Students will post their vlog in Canvas. In addition to creating and sharing their cultural analysis project, each student will also be asked to respond to one of their fellow students’ projects. Students will respond during the class session where the vlogs, short films are presented; this response should address a specific argument raised or point made by the original poster, and may take any form (e.g. a critical question, a point of departure, or a suggestion for shifting the discussion in a new direction). |
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Participation |
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Participation is defined as meaningful contribution in the classroom, using the resources and materials presented to students as part of the course. Meaningful contribution requires students to prepare in advance of each class and regularly engage with the resources, discussions, reflective assignments, and all other learning activities. Students are required to demonstrate engagement with course materials, for example, through insightful, constructive comments and by using subject-appropriate terminology in: peer-to-peer feedback (after viewing the presentations of others), interaction with guest speakers, where available, and submissions related to other outside-of-class activities. Students should ensure that submitted commentary balances opinions, general impressions, and specific and thoughtful criticisms or contributions. During the course there will be key assignments that will also be part of the total participation percentage. These assignments are: ∙ Who I AM activity: Students complete a diagram where they have to identify in as many circles as they can a group that has shaped their values. It can be a significant part of who they are, or something that has influenced how they choose to identify themselves to others. Then students need to fill in some follow up questions that will be used in group work in class. This activity intends to help students identify personal values that will contribute to developing self-awareness.
∙ Case studies (2): After exploring cultural dimensions and factors of intensity, students are exposed to case studies to read or watch, usually this are short pieces selected by instructor, so group discussion or pair discussion can be facilitated to identify which dimensions are conflicting and propose a few actions that could lead to better managing the something up moments in the cases. ∙ Crafting a Vision Statement: Within the context of personal leadership students will write their vision statement. Students will be given guidelines to craft their vision, so this turns into something personal and authentic that is aligned with their personal commitments and with everything they doing order to guide their choices. ∙ Critical Moment Dialogue: Within the context of personal leadership, students are requested to use the CMD by selecting a something up moment and then do the CMD individually or facilitate it to someone else. Given that this is an elaborate debrief of conflicting cultural moments, this activity is monitored closely by instructor, so the stages of CMD are properly used and useful for the users. ∙ Reading Comprehension quiz: Students take a quiz in canvas on the content from the first reading of the class. Geertz, C. (1973). Thick Description: Toward an Interpretive Theory of Culture, in “The Interpretation of Cultures”. Reprint, Basic Books: New York, 2000. Pp. 3-30. ∙ Reading Comprehension Mind maps: Students show their summarizing skills by designing a mind map for these key readings of the course. By doing so, they find the connections in the concepts explained by the author and show their understanding of the content of the readings. Ting-Toomey, S. & Chung, L.C. (2012d). What is the connection between verbal communication and culture? In S. Ting-Toomey & L.C. Chung, Understanding intercultural communication (pp. 110-129). New York: Oxford University Press. Ting-Toomey, S. & Chung, L.C. (2012a). What are the different ways to communicate non-verbally across cultures? In S. Ting-Toomey & L.C. Chung, Understanding intercultural communication (pp. 130-153). New York: Oxford University Press. ∙ Discussions In order to use the theory, concepts learned in the readings and in instructor' presentations, discussions will follow co-curriculars or guest speakers. Being able to exchange ideas and provide arguments towards current issues affecting how societies, cultures and groups interact is part of the path in developing cultural competence. These discussions are in class-discussions and online in Canvas. Students should anticipate contributing to 4 to 5 discussions online in Canvas, in addition to discussions in the classroom. |
Attendance
Updated: January 2024 by Academic Affairs
Applies to: All programs, effective 18 January 2024
- Students are required to attend class meetings, be punctual, and remain for the entire session.
- Attendance policies also apply to any required co-curricular class excursion or event, as well as to internship, service-learning, independent research, or other required field placement time.
- Students are responsible for notifying instructors if they will miss class forany reason and are responsible for any materials covered during their absence.
Students with repeated absences totaling over 10% of classroom or other required meetings/placement hours will be contacted by CIEE Center Staff to inquire about their well-being and remind them of the expectation to attend class. Depending on the circumstances of the absences, a warning letter may also be sent to the student and copied to the student’s home institution.
Students who miss 25% or more of the total classroom or other required meetings/placement hours will fail that course. Additionally, disciplinary action, including possible dismissal from a program, may be pursued. When in the opinion of CIEE absences are caused by unavoidable, justified circumstances, a grade of W (withdrawal) will be recorded. Requests for assignment extensions or make-up work due to absence for graded assessments worth greater than 5% of the final course grade are evaluated on a case-by-case basis and must be made in writing to the CIEE Center Director or Academic Director within 24 hours of the assignment’s submission deadline.
Students must submit documentation to support these requests. For assessments equal to or less than 5% of the final course grade, assignment extensions or make up opportunities are granted at the discretion of the instructor.
For more detail, please consult your CIEE Academic Manual.
Effect of Absences on Course Participation Grade
All absences, including missing part of a class session, will result in a lower participation grade for that CIEE course.
For more detail, please consult your CIEE Academic Manual.
Academic Integrity
Academic integrity is essential to a positive and inclusive teaching and learning environment. All students are expected to complete coursework responsibilities with fairness, respect, and honesty. Failure to do so by seeking unfair advantage over others or misrepresenting someone else’s work as your own can result in grade penalties or disciplinary action. See the CIEE Student Academic Manual for further information on academic integrity.
N.B. Course schedule and co-curriculars are subject to change. The final duration and distribution of content and assignments will be determined and presented to students at the onset of the course.
Schedule
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Class: 1.0 |
Introduction |
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Introductions to the work environment, flow, each other and the instructor. Defining culture, Brave Spaces, and foundations of anthropological ethnographic fieldwork. Students will be introduced to some of the types of activities and discussions in which they will be asked to engage, review the syllabus, and establish a set of class expectations and rules that will help create the type of atmosphere needed to facilitate their learning. Through a series of discussions, the class will approach the concept of culture and the elements that define it. Also, an approach to understanding the importance of intercultural communication and the non-tangible elements at play in cultural interactions will serve as an introduction to the course framework. Cultural Analogies Learning Zone Reading: Ali, D. (2017). Safe spaces and brave spaces. NASPA Research and Policy Institute, 2, 1-13. Geertz, C. (1973). Thick Description: Toward an Interpretive Theory of Culture, in “The Interpretation of Cultures”. Reprint, Basic Books: New York, 2000. Pp. 3-30 |
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Class: 2.0 |
Perception and Suspending Judgment |
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The class will start with a lecturette that draws on the Bennett reading that further explains the focus and goals of the course and discusses the topic of perception. Following this, we will introduce a method for suspending judgment so students become more aware of how they are perceiving other cultures and how they might do so in a more interculturally competent way. This class also involved activities around unconscious bias and exploring that further in the class. Engagement Activity: Geertz`s reading comprehension quiz Readings: Bennett, M.J. (1998). Intercultural communication: A current perspective. In M.J. Bennett (Ed.), Basic concepts of intercultural communication: Selected readings (pp. 1-34). Boston, MA: Intercultural Press. |
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Class: 3.0 |
What is in a Name? |
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During this class students will learn about the layers of culture that determines names of people and the significance in naming. Students will understand why they are named the way they are named and use the same values to determine the naming cultures of other societies. This class enables students to think critically about their own identities and how certain aspects of their identity configuration may influence and/or be influenced by their experience with other cultures. Through a series of exercises and activities, the class will explore the associations of their different identities with their culture. This session will also explore the visibility of identities and the way other people perceive them. Engagement Activity: WHO I AM activity Readings: Agyekum, K. (2006). ‘The sociolinguistic of Akan personal names.’ Nordic Journal of African Studies 15(2): 206–235 Dweck, Carol. https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve Angela Lee Duckworth. https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance Hall, S. (1997) The Spectacle of the ‘Other’, Pp. 225-256
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Due: Response Paper #1
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Class: 4.0 Cultural Dimensions
Students will also be introduced to cultural dimensions, a framework commonly used to conceptualize the differences and similarities between cultures. These ideologies are used to compare how people in various cultures tend to approach particular concepts (such as time and power distance). We adopt a critical approach to dimensionalizing cultures as these patterns are not meant to categorize or label individuals but as a way to understand and organize cultural
patterns/tendencies and relative relations. We will emphasize that cultural
patterns can help students identify some areas to investigate when learning
about an unfamiliar place, never to serve as the basis of assumptions about
individual people.
Reading:
Hofstede, G., Hofstede, G.J. & Minkov, M. (2010). The rules of the social
game. In G. Hofstede, G.J. Hofstede, & Minkov M., Cultures and organizations:
Software of the mind: Intercultural cooperation and its importance for survival,
3rd ed. (pp. 3-26). New York: McGraw-Hill.
Rivas, J., Hale, K., & Burke, M. G. (2019). Seeking a sense of belonging:
Social and cultural integration of international students with American college
students. Journal of International Students, 9(2), 682-704.
Class: 5.0
Ukraine-Russia situation and its contexts
In this class students will meet a guest speaker and will be invited for and opportunity for a deep dive into the intricate dynamics of the Ukraine-Russia conflict, contextualizing it within historical legacies, contemporary politics, and global power struggles. Through rigorous analysis and critical discussion, students will unpack the origins, actors, and consequences of the ongoing confrontation, gaining valuable insights into one of the most pressing issues in modern geopolitics.
Readings:
The interviews with the women who live in the shelter in Zandvoort: https://www.youtube.com/watch?v=8Nl0KIbtIGE
Podcast "Next Year in Moscow" by the Economist: https://www.economist.com/moscowpod
NPR: https://www.npr.org/series/1082539802/russia-ukraine-invasion-explained
Dancers and dissidents: how ballet became a political football between east and west: https://www.theguardian.com/stage/2022/mar/17/dancers-and-dissidents-how-ballet-became-a-political-football-between-east-and-west Links to an external site.
Today Explained: Auditing Ukraine: https://www.stitcher.com/show/today-explained/episode/auditing-ukraine-300334993
Rough Translation: Ukraine Under the Counter: https://www.npr.org/2023/01/19/1150090484/ukraine-under-the-counter
Links to an external site. (A doctor sees an essential medicine is needed in Ukraine and assembles a group of strangers to get it there)
Rough Translation: Ukraine: the Handoff: https://www.npr.org/2023/02/02/1153779472/ukraine-the-handoff
Links to an external site. (When doctors in Ukraine put out a call for abortion pills, a group of Ukrainian women answer)
This American LIfe: Ukraine Diaries: https://www.thisamericanlife.org/768/the-other-front-lines
Vice documentary: https://www.youtube.com/watch?v=7rnFtnDa_Oo
https://www.youtube.com/watch?v=RibAQHeDia8
Class: 6.0
Culture, Communication, and Community Leadership in Practice
Today’s class explores the intersection of communication and culture. This
session examines certain communication patterns used in different cultures and
the relationship between language and culture. Through related exercises and
discussions on the assigned readings, students will identify and apply different
communication styles.
Engagement Activity: Mind Map with Ting-Toomey reading
Readings:
Deutscher, G. (2010). Does language shape how you think? The New York
Times (August 26). Available online at http://www.nytimes.com/2010/08/29/
magazine/29language-t.html?pagewanted=all&_r=1&#
Melinda Dooly & Claudia Vallejo Rubinstein (2018) Bridging across languages
and cultures in everyday lives: an expanding role for critical intercultural
communication, Language and Intercultural Communication, 18:1, 1-8, DOI:
10.1080/14708477.2017.1400508
Schaetti, Barbara, Sheila Ramsey and Gordon Watanabe. “From Intercultural
Knowledge to Intercultural Competence: Developing an Intercultural Practice.
Pp 125-138.
Ting-Toomey, S. & Chung, L.C. (2012). What is the connection between verbal
communication and culture? In S. Ting-Toomey & L.C. Chung, Understanding
intercultural communication (pp. 110-129).
New York: Oxford University Press.
Due: Response Paper #2
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Class: 7.0 |
Culture & Communication |
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This session examines certain nonverbal communication patterns used in different cultures and their relationship to and culture. Through related exercises and discussions on the assigned readings, students will identify and apply different communication styles. Engagement Activity: Mind Map with Ting-Toomey reading Readings: Deutscher, G. (2010). Does language shape how you think? The New York Times (August 26). Available online at http://www.nytimes.com/2010/08/29/magazine/29language-t.html?pagewanted=all&_r=1&# Melinda Dooly & Claudia Vallejo Rubinstein (2018) Bridging across languages and cultures in everyday lives: an expanding role for critical intercultural communication, Language and Intercultural Communication, 18:1, 1-8, DOI: 10.1080/14708477.2017.1400508 Schaetti, Barbara, Sheila Ramsey and Gordon Watanabe. “From Intercultural Knowledge to Intercultural Competence: Developing an Intercultural Practice. Pp 125-138. Ting-Toomey, S. & Chung, L.C. (2012). What is the connection between verbal communication and culture? In S. Ting-Toomey & L.C. Chung, Understanding intercultural communication (pp. 110-129). New York: Oxford University Press |
Class: 8.0
Stereotypes and Cultural Generalizations
Through a lecturette and discussion related to stereotypes and cultural
generalizations, as well as watching “The Danger of a Single Story,” this class
examines the perpetuation and reinforcement of stereotypes, prejudice, and
discrimination. Learners will also examine different types of stereotypes,
negative and positive. Through class exercises they will identify statements that
are stereotypes and change these statements into cultural generalization
statements.
Engagement Activity: Analyze ads and marketing campaigns where single
stories are told and how these impact stereotypes and generalizations. Students
are expected to bring their own examples taken from home, host or any other
cultural context they choose.
Readings:
Liu, W. M. (2017). White male power and privilege: The relationship between
White supremacy and social class. Journal of Counseling Psychology, 64(4),
349.
Plous, S. (2003). The psychology of prejudice, stereotyping, and discrimination:
An overview. In S. Plous (Ed.), Understanding prejudice and discrimination (pp.
3-48). New York: McGraw-Hill
Due: Cultural Comparison Research Proposal Poster
Class: 9.0 Personal Leadership and the Critical Moment Dialogue
This class will follow on from learning about terms like Stereotypes, Cultural
Generalizations, Power and Privilege . Also learning and experimenting with NVC and other methods to arrive to more awareness when it comes to conflict transformation.
Readings:
Louis M. Maraj, Pritha Prasad & Sherita V. Roundtree (2018)
#BlackLivesMatter: pasts, presents, and futures, Prose Studies, 40:1-2, 1-14,
DOI: 10.1080/01440357.2019.1668638
Class: 10.0 Culture Shock
Students will discuss key concepts around culture shock and theories of
intercultural adjustment. Through several testimonials, students will learn first-
hand experiences of US Americans abroad and their challenges when
experiencing a reverse culture shock back in the US.
Reading:
Ting-Toomey & Chung, ‘What is culture shock?’ (pp. 91-109)
Due: Cultural Comparison Research Paper
Class: 11.0 Intercultural Competence
Students will discuss how to engage with each one of the components of the
CMD, using the CMD as a tool for Resolving Cross Cultural or Inter-Personal
Conflicts, and exploring practical exercises to master each one of the
components: attending to emotion, judgement, physical sensation, cultivating
stillness, engaging with ambiguity and aligning with vision.
Students must come to class with their own critical incident to practice the
CMD with a partner in class.
Activities: Crafting your Vision Statement and the Critical Moment Dialogue
(CMD)
Reading:
Hammer, M. (2012). The Intercultural Development Inventory: A new frontier
in assessment and development of intercultural competence. (Ch. 5, pp.
115-136).
Schaetti, B.F., Ramsey, S.J., & Watanabe, G.C. (2008). Personal Leadership:
Making a world of difference: A methodology of two principles and six
practices. Seattle, WA: FlyingKite Publications.
Class:12.0 Digital Storytelling and Vlogs: Story Circles
Students watch digital stories and engage in class.
Class closing, reflection, debriefing. Going through expectations from the first
class.
Hall, S. (1997) The Spectacle of the ‘Other’, in Hall, S. (ed) Representation:
Cultural Representations and Signifying Practices. Sage: London, 2007. Pp.
225-256
Due: Digital Cultural Analysis Project
Course Materials
Readings
Agyekum, K. (2006). ‘The sociolinguistic of Akan personal names.’ Nordic Journal of African Studies 15(2): 206–235 Ali, D. (2017). Safe spaces and brave spaces. NASPA Research and Policy Institute, 2, 1-13.
Bennett, M.J. (1998). Intercultural communication: A current perspective. In M.J. Bennett (Ed.), Basic concepts of intercultural communication: Selected readings (pp. 1-34). Boston, MA: Intercultural Press.
Charlotte Fofo Lomotey and Kofi Agyekum. (2011) ‘The Semiotics Of Hand Gestures In Akan.’ Issues in Intercultural Communication, Volume 4, Number 2: Pp 119-139
Deutscher, G. (2010). Does language shape how you think? The New York Times (August 26). Available online at http://www.nytimes.com/2010/08/29/magazine/29language-t.html?pagewanted=all&_r=1&#
Dweck, Carol. Mindset: The New Psychology of Success. New York: Ballantine, 2006.
Fang, X., Sauter, D. A., & Van Kleef, G. A. (2018). Seeing mixed emotions: the specificity of emotion perception from static and dynamic facial expressions across cultures. Journal of cross-cultural psychology, 49(1), 130-148.
Geertz, C. (1973). Thick Description: Toward an Interpretive Theory of Culture, in “The Interpretation of Cultures”. Reprint, Basic Books: New York, 2000. Pp. 3-30
Gerring, J. et al (2019) ‘Who Rules the World? A Portrait of the Global Leadership Class.’ American Political Science Association. Vol. 17/No. 4. Pp 1079-1097
Hall, S. (1997) The Spectacle of the ‘Other’, Hall, S. (ed) Representation: Cultural Representations and Signifying Practices. Sage: London, 2007
Hall, S. (1997) The Spectacle of the ‘Other’, in Hall, S. (ed) Representation: Cultural Representations and Signifying Practices. Sage: London, 2007. Pp. 257-277
Hammer, M. (2012). The Intercultural Development Inventory: A new frontier in assessment and development of intercultural competence. In M. Vande Berg, R.M. Paige, & K.H. Lou (Eds.), Student Learning Abroad (Ch. 5, pp. 115-136). Sterling, VA: Stylus Publishing.
Hofstede, G., Hofstede, G.J. & Minkov, M. (2010). The rules of the social game. In G. Hofstede, G.J. Hofstede, & Minkov M., Cultures and organizations: Software of the mind: Intercultural cooperation and its importance for survival, 3rd ed. (pp. 3-26). New York: McGraw-Hill.
IreRivas, J., Hale, K., & Burke, M. G. (2019). Seeking a sense of belonging: Social and cultural integration of international students with American college students. Journal of International Students, 9(2), 682-704.
Liu, W. M. (2017). White male power and privilege: The relationship between White supremacy and social class. Journal of Counseling Psychology, 64(4), 349.
Louis M. Maraj, Pritha Prasad & Sherita V. Roundtree (2018) #BlackLivesMatter: pasts, presents, and futures, Prose Studies, 40:1-2, 1-14, DOI: 10.1080/01440357.2019.1668638
Martin and Nakayama. “Culture, Communication, Context and Power”. In: Intercultural Communication in Contexts. 5th ed. New York: McGraw Hill, 2010. pp. 83-115.
Melinda Dooly & Claudia Vallejo Rubinstein (2018) Bridging across languages and cultures in everyday lives: an expanding role for critical intercultural communication, Language and Intercultural Communication, 18:1, 1-8, DOI: 10.1080/14708477.2017.1400508
Minkov, M. (2013): Cross- Cultural Analysis. The Science and Art of comparing the World’s Modern Societies and Their Cultures. SAGE Publications. London. (pp. 9-18)
Nathan, Rebekah, My Freshman Year, Ch 4 “As Others See Us.” The Classroom Experience (pages 77 - 85).
Plous, S. (2003). The psychology of prejudice, stereotyping, and discrimination: An overview. In S. Plous (Ed.), Understanding prejudice and discrimination (pp. 3-48). New York: McGraw-Hill
Proctor-Thomson, S. B. (2019) ‘Revitalising Leadership For A Humane World.’ Journal of Management & Organization, 25:3, Pp 374–377
Schaetti, B.F., Ramsey, S.J., & Watanabe, G.C. (2008). Personal Leadership: Making a world of difference: A methodology of two principles and six practices. Seattle, WA: FlyingKite Publications. Part III (select pages to be identified by the instructor ).
Ting-Toomey & Chung, (2012). ‘What are the different ways to communicate nonverbally across cultures?’ (pp. 130-153) In S. Ting-Toomey & L.C. Chung, Understanding intercultural communication. New York: Oxford University Press.
Ting-Toomey & Chung, (2019). Sojourners’ Culture Shock and Intercultural Adjustment Patterns (pp. 72-100) In S. Ting-Toomey & L.C. Chung, Communicating Across Cultures. New York: Guilford Publications.
Ting-Toomey, S. & Chung, L.C. (2012). What is the connection between verbal communication and culture? In S. Ting-Toomey & L.C. Chung, Understanding intercultural communication (pp. 110-129). New York: Oxford University Press.
Zemach-Bersin,T (2007) “Global Citizenship & Study Abroad: It’s All About U.S.” CRITICAL LITERACY: Theories and Practices Volume 1: 2, (December 2007) pg 16-28.
Online Resources
Your Meeting May be Virtual, but the Cultural Differences are Real.
Case Study: Is It Teasing or Harassment?
Course Summary:
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