Initial Planning Team: Jones, Kahn, Marquez, Weaver

Secretary
Ms. Pat Yarzy
Suite 1325 - Bayou
281/283-3580

(3 Semester Hours)

Focuses on the understanding of cultural issues that influence communication effectiveness with diverse populations.

Addresses communication style and effectiveness in cross-cultural environments. Using a variety of teaching strategies such as case studies, simulations, readings, and field experiences, this course will explore the intercultural communication process, diverse ways of communicating in different cultures, and ways in which to enhance an awareness of interpersonal competence in cross-cultural situations.

1. To explain the relationship between communication and culture.
2. To develop interpersonal communicative competence
3. To develop analytical skills in assessing cross-cultural communication situations.

Required Text(s):
Ting-Toomey, S., & Chung, L. (2005). Understanding intercultural communication. Los
Angeles: Roxbury Publishing Company.

Recommended Text(s):

American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington: APA. Also see
http://www.apastyle.org/elecref.html

Gay, G. (Ed.). (2003). Becoming multicultural educators: Professional journey toward professional agency. San Francisco: Jossey-Bass.

Lindsey, R., Roberts, L., & CampbellJones, F. (2005). The culturally proficient school. Thousand Oaks: Corwin Press.

Riehl, C. J. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70 (1), 55-81.

Robins, K., Lindsey, R., Lindsey, D. & Terrell, R. (2002). Culturally proficient instruction: A guide for people who teach. Thousand Oaks: Corwin Press.

Ryan, J. (2003). Leading diverse schools. Norwell, MA: Kluwer Academic Publishers.

Key Websites

APA Style Essentials. This is not an official APA website. It was developed by faculty
members and is an easy explanation of APA style with examples provided. Highly
recommended.
http://www.vanguard.edu/faculty/ddegelman/index.cfm?doc_id=796

No prerequisites required

Assignments (Description):

Cultural Relativism Communication Interview:

Candidates will be required to collect the life history of an individual who is of a different ethnic or cultural group from the student. The person must be at least 30 years old and, with the permission of the interviewee, the candidate must tape record at least one long interview and later transcribe the interview. Candidates must be as accurate as possible to draw conclusions about the assimilation, accommodation, and/or enculturation of the person such that, the candidate will be able to produce at least a ten page document about the life history of the individual. Detailed assignment requirements will be provided on a separate handout.

Dialogue Journal:

Candidates will write a critical reflection entry in a dialogue journal each week. Each journal entry must be shared with one other candidate who will write a response to the entry. The entry must examine a communication event that the journal writer participated in or witnessed. The entry must also include references to any of the topics that have been discussed in class during the week or previous weeks. Candidates must not simply describe an event, but rather critically analyze the communicative experiences. Detailed assignment requirements will be provided on a separate handout.

Group Presentation/Article Topic Facilitation:

Candidates will be required to facilitate a detailed discussion of an article from an intercultural journal (a list of refereed journals will be provided). The candidates must be able to engage the class and the professor in a 45-60 minute dialogue on a pertinent issue about communication and cultural diversity. Candidate groups will also be responsible for notes/handouts and activities for the class. Additionally the group will be responsible for a 5-page paper that analyzes the article from an intercultural communicator viewpoint. Detailed assignment requirements will be provided on a separate handout.

Group Cultural Field Study Project - After candidate groups conduct a thorough study, each group will present a collective group report to the class on a field study experience of a different culture. Candidates will examine an ethnic group other than their own and present on the different aspects of the culture in regards to intercultural communication. I reserve the right to lower the grade of any individual who does not participate equally in his/her group efforts. Detailed assignment requirements will be provided on a separate handout.

Final Exam - The final exam will cover information from lectures and discussions presented in class. A review will be given one week before the exam.

Class Attendance and Participation:

Attendance and participation are required. Candidates are allowed one free absence. On the second absence your attendance points drop to 4 pts. maximum. Three absences result in 2 pts. On the fourth absence, you will receive an "F" for the course.

Statement on Professional Dispositions

Each candidate in the School of Education is required to read and abide by the Statement on Professional Dispositions. You may read the statement by going to http://www.uhcl.edu/soe, clicking on the Site Map tab at the top of the page, scrolling down the list on the right to Policies and Procedures and then clicking on Statement on Professional Dispositions. As the statement indicates, "As an NCATE accredited institution, we will recommend for certification only those persons who have demonstrated the necessary strong, positive dispositions associated with the professional educator" so it is imperative that you abide by the dispositions described in the document.

At the end of the course and at other appropriate times your instructor will assess your compliance with these standards. These assessments will be invaluable to you, and the program faculty, as you continue to develop professionally.

UNIVERSITY POLICIES (In lieu of this section, the calendar of important dates can be appended to the syllabus.)

Americans with Disabilities Statement

In accordance with Section 504 of the Federal Rehabilitation Act of 1973 and the Americans Disabilities Act of 1990, the University of Houston-Clear Lake endeavors to make reasonable adjustments in its policies, practices, services and facilities to ensure equal access to all our educational programs and activities. Whenever a special accommodation or auxiliary aid is necessary in order to ensure access to and full participation by students with disabilities in university programs and services, the departments responsible for the program or service will work with the Office of Health and Disability Services (SSB 1.301) and appropriate federal and state agencies to ensure that reasonable accommodations are made. The student requiring special accommodations or auxiliary aids must make an application for such assistance through the Office of Health and disability Services. Proof of disability from a competent authority will be required, as well as information regarding specific limitations for which accommodation is requested. If you need special accommodations, please contact me after class, or by phone.

Academic Honesty Policy

Academic honesty is the cornerstone of the academic integrity of the university. It is the foundation which the student builds personal integrity and establishes a standard of personal behavior. The University can best function and accomplish its mission in an atmosphere of the highest ethical standards. The University expects and encourages all students to contribute to such an atmosphere by observing all accepted principles of academic honesty. This policy is designed to encourage honest behavior and is jointly administered by faculty and students.

Honesty Code: The Honesty Code is the university community's standard of honesty and is endorsed by all members of the University of Houston-Clear Lake academic community. It is an essential element of the University's academic credibility. It states:
I will be honest in all my academic activities and will not tolerate dishonesty.

VI. Grading Criteria (Assignments and point value)

Course Evaluation and Requirements:

Grading scale:

A 100-93      C+ 79-77      D- 62-60
A- 92-90       C 76-73        F <60
B+ 89-87      C- 72-70
B 86-83         D+ 69-67
B- 82-80       D 66-63

Late assignments:

ALL ASSIGNMENTS ARE DUE within 10 minutes of the beginning of class. At 11 minutes after the start of class, assignments are counted as late. No incompletes are granted in this course unless evidence of a medical or family emergency is provided. Late assignments will receive 50% off the original grade and must be submitted no later than the next class meeting.

VII. Week-to-Week Schedule