CMST 280 | INTERCULTURAL COMMUNICATION

FALL QUARTER 2019 | 11:30-1:20 MW| ROOM R205

Instructors: Jen Anderson and Renee Tinsley

Office:  R230I (inside the Arts and Humanities Office)

Phone: (425) 564-4185

Email:  jeanders@bellevuecollege.edu or renee.tinsley@bellevuecollege.edu and in Canvas

Student Visit Hours for Jen: Mondays 8:30-11:30 AM; Wednesdays 9:30-11:30 AM and by appointment in R230I

Student Visit Hours for Renee: Mondays 10:30-11:30AM; Tuesdays 1:30-3:20 and by appointment in R230 (check in at front desk)

Course Introduction

This course, Intercultural Communication, aims to increase our ability to be both appropriate and effective communications in a variety of intercultural contexts by examining the effects of culture on both the communication process and each individual. We will explore communication and culture, intercultural messages, the role of context in intercultural communication, how culture affects one’s identity, communication style, language, and nonverbal communication, and how to improve one’s intercultural communication competence. 

Required Text

Cooper, P., Calloway-Thomas, C., Simonds, C. (2007). Intercultural Communication: A Text with Readings. Pearson. ISBN: 978-0-205-57946-4

Learning Atmosphere

We believe that students learn best when they are actively involved in the teaching and learning process. Therefore, this is an active, interactive course where you are expected to read, write, discuss, present, and participate.  You will actively create your own knowledge, rather than simply passively listen to ours.  This class is a “collaborative learning community” where we all teach and learn from each other.  Every time you make a comment or ask a question, you teach something to the rest of us.  We challenge you to abandon the traditional passive student role and to get involved with teaching and learning – we think you’ll enjoy it and learn a lot in the process.

SUMMARY OF I-BEST

This section of Communications 280 is part of the I-BEST program. I-BEST stands for Integrated Basic Education and Skills Training. It is a program that provides pre-college students the opportunity to begin earning college certificates faster than traditional models.

I-BEST students enroll in classes (such as this one) as well as an Academic Skills Class. The Academic Skills Class is taught by a basic skills instructor (Professor Tinsley). It focuses on providing academic support and developing essential language and study skills.

The Communications course is team taught by a content instructor (Professor Anderson) and a basic skills instructor (Professor Tinsley). The purpose of having two instructors in the class at the same time is to combine their relative areas of expertise. One is an expert in English while the other is an expert in basic skills and language instruction.

Our goal, as your instructors, is to work together to make the lessons as clear and accessible as possible. We will be writing key ideas and vocabulary on the whiteboard, answering and asking questions, guiding individual students, roaming around the classroom, and doing what we can to make the class informative and engaging. Our aim is to help you learn and keep up with the pace of the class. In short, you have the advantage of two instructors for the price of one! If you are interested in finding out more about the I-BEST program, please see either of us after class or during office hours.

Course Learning Outcomes

After completing the course, you should be able to:

• Define culture and explain its elements 
• Describe the characteristics of intercultural competency/flexibility and apply it to various intercultural situations 
• Define ethnocentrism and bias and explain their influence on perception of self and others 
• Identify and critically analyze one's own cultural identities and worldview in relation to intercultural interactions 

After completing this course, you should meet the following college and career readiness standards:

• Cite textual evidence to support analysis of what a text says explicitly or implicitly. (Anchor 1)

• Interpret words and phrases as they are used in different contexts, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. (Anchor 4)

• Read a variety of texts and summarize, paraphrase, and draw inferences from them. (Anchor 6)

• Produce clear writing in which development, organization, and style are appropriate to task, purpose, and audience. (Anchor 4)
•  Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly. (Anchor 1)

 

Grading

The quality of your work, the level of your understanding, and the extent of your development will all be reflected in your evaluation.  Final course grades are based on the following: (1) performance on the research project, (2) performance on quizzes, (3) performance on written assignments, and (4) participation/engagement.  This is a tentative list of assignments and may be adjusted over the course of the quarter.                                       

Assignment                                                                            Points

Research Project                                                                 400

Chapter Quizzes (7 @ 40 pts)                                      280

Cultural Identity Project                                                 120

In Class Activities/Engagement                                  200

Total                                                                                             1,000 points

Grading Scale:  A = 930-1000;  A- = 900-929;  B+ = 870-899;  B 830-869;  B- = 800-829; C+ = 770-799;  C = 740-769;  C- = 700-729;  D+ = 670-699;  D = 630-669;  D- = 600-629;  F = 0-599

Assigned Reading:  You will be assigned reading each week and it is your responsibility to come to class prepared to participate in class discussions regarding that reading.  While many of the concepts covered in the reading will be discussed in class, there will not be enough time to cover every concept.  All concepts covered in the readings are fair game for the quizzes, so it is imperative that you keep up with the reading and have an understanding of the communication concepts therein.  Each section on the class website has additional information included in the learning modules that does not appear in your textbook.  You are required to know this information for quizzes as well.

Quizzes:  We will take seven chapter quizzes online over the course of the quarter.  It is imperative that you keep up with the reading and are in class in order to be prepared for these quizzes.  You will receive a quiz review before the each quiz.  The quizzes will be open over a four-day period in which you will have one-hour to complete the quiz.

Cultural Identity Project: The cultural identity project is two-fold - a creative representation of you and a short narrative describing you through that creative piece. The purpose of this assignment is to examine your different facets of your cultural, social, and personal identities. More information regarding this assignment will be provided on Canvas.

Research Project: We will complete a 6-part research project over the course of the quarter. You have the opportunity to chose your research question and how you will collect data to answer that question. The project will culminate in a Gallery Walk at the end of the quarter. More information regarding the purpose and tasks associated with this quarter-long project can be found on Canvas and will be discussed in class.

 

Engagement and Participation: Engagement and participation are essential to the format of this class.  In short, you should plan to be actively engaged and a participant in class.  “Engagement and Participation” includes attendance as well as active participation in class discussions and activities, and completing work on time. 

Course Policies

The following outlines what you may expect of your instructors:

• A sincere effort to help you learn the course material.  Since our goal is to help you succeed, we intend to spend enough time and effort on class preparation to make the material as understandable and as interesting as possible.  We will engage in a variety of learning activities in order to accommodate different learning styles.
• Responsiveness.  We will respond to your work in a meaningful manner; that is, you will receive prompt feedback that is useful and helpful.
• Accessibility.  We are available to you outside of class should you desire help.  We encourage you to talk to us before or after class or visit us during office hours.  If those times are not convenient for you, we can schedule an appointment that fits your schedule. 
• Attention and courtesy. When you are speaking, you will have our undivided attention and that of your classmates.  We will never ridicule you or express disagreement in an impolite fashion.
• Fairness/ Equity.  Your grade will be based upon what we detect you have learned and how we assess your performance.  It will not be based upon any purely personal consideration.

The following outlines what we expect from you as a student in this class:

• A sincere effort to learn the course material.
• Preparation.  You should come to class having done the assigned readings and should be prepared to participate. 
• Attendance.  Please attend all class sessions and arrive on time – your presence in class contributes significantly toward your final grade.  You should plan to stay until class is over unless you become ill or have made arrangements with us to leave early.  Furthermore, you should comply with all due dates.  If you do need to miss class, please note that you are responsible for any and all work that is due on the day you are absent as well as the class meeting immediately upon your return. 
• Contribution.  Learning about each other’s experiences and perspectives is an integral part of the learning process in this course.  To work effectively in this course, therefore, you are expected to be an active participant in our learning environment.  You should do your best to engage in a spirited intellectual dialogue with all of the members of our class.  
• Respect, courtesy, and tolerance. Public speaking can be difficult!  It is of the utmost importance that you respect your classmates’ experiences, differences, and opinions.  Please do your best to monitor your behavior to effectively balance speaking and listening.
• Honesty.  If you cheat (from others and/or your own previous work), you FAIL.  No excuses will be taken into account.  Your work must be your own, except when asked to work with other students.  Furthermore, you are required to acknowledge in your written work if you have borrowed any ideas, terms, or phrases, even if you have borrowed from a classmate.  If you are in doubt about one of these issues, feel free to ask us.

Attendance and Participation: Your attendance and participation are an integral part of making this class work effectively.  As stated previously, most of the work that makes up this class involves group discussion, class exercises, and activities.  If you are not in class, you are unable to participate in these discussions and activities. You can ONLY earn credit for in class activities and assignments if you are in class that day.  If you are absent on any day, you are responsible for obtaining materials and information you missed from other class members.  “I wasn’t in class that day” is never an excuse for missed work. Please be on time for class.  

Unless students have accommodations regarding attendance that have been approved through the Disability Resource Center, they should not be absent more than 20% of the total class time scheduled. When absences go beyond 20%, instructors’ policies may result in one of the following:

• Students may earn a grade of "F" for the course.
• Students may earn a lower final grade.

Students with accommodations regarding attendance must actively communicate with the instructor (and consult with the DRC) about each absence to determine if the accommodation applies.

We understand that many students have important responsibilities outside of the classroom…families, work, sports, etc. We are sensitive to these issues and will do all that we can to assist with scheduling conflicts as they relate to class activities. We ask that you let me know ahead of time of any conflict you might have with scheduled class time, and we will try to work things out. Please realize though, while we are flexible, that flexibility only goes so far.

Course Expectations Regarding Late Work:  It is expected that all work is turned in on the day it is due. Please let me know if you need more time on an assignment BEFORE the due date. Assignments can be turned in for a grade deduction up to 5 days after an assignment is due. After that time, late work will not be accepted. It is your responsibilty to email me to ask for an extension and a timeline to submit late work within that 5 day period. No late work is accepted after the last day of the quarter.

Cell Phone/Laptop Use: No texting, surfing the web, or checking personal email in class.  Please keep your phones on vibrate/mute or off during class time and keep them in your bag or pocket during class – I do not want to see them out.  You are able to use your laptop to take notes.  I reserve the right to restrict use of laptops in class if students are found to be checking email/facebook/youtube/etc. during class.  Please be respectful of your classmates and me.

Grade Appeals:  You have the opportunity to appeal any grade that you are given in this class.  All grade appeals must be typed, stating your reason for appeal.  If you so choose, I will accept appeals via e-mail.  Grade appeals must be submitted no sooner than 24 hours after the grade has been issued...I will not discuss any grade on the day the grade is administered. All grade appeals must be submitted within 2 weeks of me handing back the assignment.

Should you have concerns about any aspect of the class, I encourage you to come to me with them. If for any reason you don’t feel comfortable raising your concerns with me, the usual next step would be to speak with the program chair (Katherine Oleson, koleson@bellevuecollege.edu). You can also refer concerns about this class to the Arts and Humanities Division Dean, Ellen Nichols (ellen.nichols@bellevuecollege.edu) in the Arts and Humanities division office (R230). An additional resource for concerns you find aren’t being addressed by faculty or administration is the Ombuds Office (http://www.bellevuecollege.edu/ombuds/default.html).

Student Procedures and Expectations

Arts and Humanities Commitment to Student Growth and Development

College Policies

Add/ Drop Policy

If you are struggling in this course, please come talk to us as we will do whatever we can (within reason!) to assist you with your understanding of class content and assignments.  If you decide this class is not for you, it is your responsibility to drop the course by week seven. If you just stop coming to class, but do not officially drop the course, you will receive a 0.0 on your permanent college transcript. Refer to your BC Student Handbook for further information.

Affirmation of Inclusion: Bellevue College is committed to maintaining an environment in which every member of the campus community feels welcome to participate in the life of the college, free from harassment and discrimination.

We value our different backgrounds at Bellevue College, and students, faculty, staff members, and administrators are to treat one another with dignity and respect. Affirmation of Inclusion (https://www.bellevuecollege.edu/inclusion/)

Reasons of Faith and Conscience: Reasonable Accommodations for Reasons of Faith and Conscience: Students who will be absent from course activities due to reasons of faith or conscience may seek reasonable accommodations so that grades are not impacted. Such requests must be made within the first two weeks of the course to the office of the Associate Vice President of Student Affairs (see Bellevue College Policy 2950 (https://www.bellevuecollege.edu/policies/id2950/)). In the event you feel you are being discriminated against based on faith or conscious, you may refer to the procedures outlined in the college’s Discrimination, Harassment and Retaliation Policy 1440P (https://www.bellevuecollege.edu/policies/id-1440p/).

College Anti-Discrimination Statement (Title IX): Bellevue College does not discriminate on the basis of race or ethnicity; creed; color; national origin; sex; marital status; sexual orientation; age; religion; genetic information; the presence of any sensory, mental, or physical disability; or veteran status in educational programs and activities which it operates. Bellevue College is prohibited from discriminating in such a manner by college policy and by state and federal law. All college personnel and persons, vendors, and organizations with whom the college does business are required to comply with applicable federal and state statutes and regulations designed to promote affirmative action and equal opportunity.

Reports of gender and sex-based based discrimination, sexual misconduct, or retaliation by a student should be raised with the Title IX office (see 1440P2 for contact information). In cases where the impacted party is a student and the responding party is a college employee, the Title IX coordinator will direct the matter to the Office of Human Resources (HR). All other reports, including all reports where the impacted party is an employee, should be raised with the HR. If a report is against personnel in the Title IX office or HR, it should be submitted to the president’s office for referral to an alternate designee. Equal Opportunity (http://www.bellevuecollege.edu/equal/)

Student Code of Conduct and Academic Integrity

Any act of academic dishonesty, including cheating, plagiarism (using the ideas or words of another as one’s own without crediting the source), and fabrication and inappropriate/disruptive classroom behavior are violations of the Student Code of Conduct at Bellevue College.  Examples of unacceptable behavior include, but are not limited to, talking out of turn, arriving late or leaving early without a valid reason, allowing cell phones/pagers to ring, and inappropriate behavior toward the instructor or classmates.  The instructor can refer any violation of the Student Code of Conduct to the Dean of Student Success for investigation.  Specific rights, responsibilities, and appeal procedures are listed in the Student Code of Conduct at: Student Code

All written work submitted through Canvas will be assessed using a plagiarism checking service.  Please ensure that all work turned in for this class is your original work.  Any plagiarism case will be forwarded to the Dean of Student Success for investigation.

Important Links
Bellevue College E-mail and access to MyBC

All students registered for classes at Bellevue College are entitled to a network and e-mail account.  Your student network account can be used to access your e-mail, log in to computers in labs and classrooms, connect to the BC wireless network and log in to MyBC. To create your account, go to: Create Email

This course makes extensive use of Canvas as a supplement to face-to-face class time. Canvas will be used for communication, downloading materials, submitting assignments, and so forth. Plan to check it regularly. Our course homepage can be accessed from the Courses dropdown menu on the left side of the page.

BC offers a wide variety of computer and learning labs to enhance learning and student success. Find current campus locations for all student labs by visiting the Technology Help Desk

Disability Resource Center (DRC)

The Disability Resource Center serves students with disabilities. Common disabilities include physical, neurological (e.g. Autism, ADD/ADHD), and mental health (e.g. depression, anxiety). If you are a student who has a disability or if you think you may need accommodations in order to have equal access in your classes, programs, activities, and any other services, please contact the DRC.

If you require assistance in an emergency, please meet with your individual instructors to develop a safety plan for while in class and contact the DRC to develop a safety plan for while you are elsewhere on campus.

The DRC office is located in building B Room 132. You can contact the DRC by stopping by the office at B132, calling our front desk phone number (425) 564-2498, emailing drc@bellevuecollege.edu. Deaf students can reach us by calling TTY: (425) 564-6189, or by Skype (account name DRCatBC). For more information about the services we offer, including our Initial Access Application, visit our website at Disability Resource Center (http://www.bellevuecollege.edu/drc).

Service Animals are allowed in this classroom. Emotional Support Animals need to be approved through the DRC. All other animals will be asked to leave. If you believe you need your animal with you, please connect with the DRC and refrain from bringing your animal until a decision has been made.

Public Safety

Public Safety is located in the D building and can be reached at 425-564-2400 (easy to remember because it’s the only office on campus open 24 hours a day—2400).  Among other things, Public Safety serves as our Parking Permits, Lost and Found, and Emergency Notification center.  Please ensure you are signed up to receive alerts through our campus alerting system by registering at RAVE Alert Registration

If you work late and are uneasy about going to your car, Public Safety will escort you to your vehicle. To coordinate this, please phone ahead and let Public Safety know when and where you will need an escort.

Please familiarize yourself with the emergency postings by the door of every classroom and know where to go in the event of an evacuation.  Your instructor will be asked if anyone might still be in the building, so check in before you do anything else.  Emergency responders will search for anyone unaccounted for.

If a major emergency occurs, please follow these three rules:

• Take directions from those in charge of the response - We all need to be working together.
• Do not get in your car and leave campus (unless directed to) - Doing so will clog streets and prevent emergency vehicles from entering the scene.  Instead, follow directions from those in charge.
• In an emergency, call 911 first, then Public Safety.

Please do not hesitate to call Public Safety if you have safety questions or concerns at any time. You may also visit the Public Safety web page for answers to your questions.

Confidentiality and Mandatory Reporting

As an instructor, one of my responsibilities is to help create a safe learning environment on our campus. It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep information you share private to the greatest extent possible. However, I am required to share with the Title IX Coordinator any and all information regarding sexual assault and other forms of sexual misconduct (e.g. relationship violence, stalking) that may have occurred on campus or that impacts someone on campus. Students may speak to someone confidentially by contacting the BC Counseling Center at (425) 564-2212. The Title IX Office can be contacted at 425-564-2641 and more information can be found at Title IX (http://www.bellevuecollege.edu/titleix/). If you have any concerns, you may report to: Report Concerns (https://www.bellevuecollege.edu/reportconcerns/).

Academic Calendar

The Bellevue College Academic Calendar is separated into two calendars. They provide information about holidays, closures and important enrollment dates such as the finals schedule.

• Enrollment Calendar On this calendar you will find admissions and registration dates and important dates for withdrawing and receiving tuition refunds.
• College Calendar This calendar gives you the year at a glance and includes college holidays, scheduled closures, quarter end and start dates, and final exam dates.

Final Note

Intercultural communication is a rich and exciting phenomenon to examine.  Its very nature also makes it an emotional and sensitive topic.  Due to its sensitive and personal nature, it is required that all students consider the impact of their words and opinions on their classmates.  This does not mean that we are expected to avoid difficult topics – instead it means that we will be respectful when examining those topics, understanding that many views exist in regard to culture, cultural identity, and interaction.  In short, please remember to keep others’ feelings and dignity in mind when choosing to comment on an issue or prior statement made by one of your classmates or me.  Any comments that denigrate the worth of an individual because of his/her race, religion, background, lifestyle, or gender are inappropriate and unacceptable in my class.

I look forward to getting to know you this quarter!  I look forward to learning from you as I believe that you have a great deal to teach your classmates and me.  You can count on me to put a great deal of time into making this class both educational and enjoyable.  I will rely on you to assist in making the class fun and educational and firmly believe that you will get out of this class as much as you put into it.  Good luck!