CA 235 Multicultural Communication Course Home Content
This page: http://ourwayit.com/Multicultural/CA235.htm
Discussion - Course Developer Notes - Introductions - Home Page - Core Assessment - Office - Contact Info and Communication - Gradebook
Course Home (Use an order that makes sense to you)
Calendar gives you key assignment due dates. Not all faculty use this function.
Contact Info / Communication with Professor and Peers will explain the ways you can reach your professor, netiquette, and effective communication expectations.
Core Assessment Project and Rubric will give you ideas about the main assignment for this course, which is due week 6.
Course Schedule gives you an overview of the planned schedule and assignments.
Discussion Rubric explains expectations for the interactive Discussion Board.
Glossary gives key terms and definitions needed in this course.
Help and Resources provide University support links.
Introductions is a discussion thread where you can talk to other students.
Office gives an array of important administrative details about this course.
Syllabus should link to your professor's course information.
Textbook, Software, Skills and Resources gives you the list of approved textbooks for the course and educational resource links.
Week 1, 2, etc. will be revealed each week to provide the unit/weekly content for the course, including the lecture, quiz, and discussion.
The order of the sublinks is listed below in the chronological order the student should complete them.
Week 1, 2, 3, 5, --Week tab to each Main Link needs to be the Introduction with Chapter Overviews.
Wk 1 Discussion
Lecture
Fact Questions
Activities to Apply Concepts
Self-Check Quiz
Week 4-- Introduction with Chapter Overviews.
Discussion
Lecture
Fact Questions
Activities to Apply Concepts
Self-Check Quiz
Midterm Test (Hide)
Week 6 --Introduction with Chapter Overviews.
Discussion
Week 8--Introduction
Discussion
Lecture
Activities to Apply Concepts
Final Exam Study Guide
Final Exam (Hide)
Each Unit discussion and lecture is located here:
http://ourwayit.com/Multicultural/Unit1.htm
http://ourwayit.com/Multicultural/Unit2.htm
http://ourwayit.com/Multicultural/Unit3.htm
http://ourwayit.com/Multicultural/Unit4.htm
http://ourwayit.com/Multicultural/Unit5.htm
http://ourwayit.com/Multicultural/Unit6.htm
http://ourwayit.com/Multicultural/Unit7.htm
http://ourwayit.com/Multicultural/Unit8.htm
Course Home
If I have some information in the wrong category, Christina, will you pull from one place, then omit from the other so there's no duplication? Thanks.
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Textbook, Software, Skills and Resources |
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Welcome to this course. You will gain knowledge, skills, and values about effective intercultural communication. The course is designed to give you practical communication strategies you can use in personal, educational, and professional contexts. We're glad you're here!
You need one textbook from the approved list:
Neuliep, J. W. (2009). Intercultural communication: A contextual approach (4th ed.). Thousand Oaks, CA: Sage.
Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2009). Communication between cultures (7th ed.). Wadsworth. ISBN-10: 0495567442 ISBN-13: 978-0495567448
Oetzel, J. G. (2009). Intercultural Communication: A Layered Approach from Boston: Pearson. ISBN 0-13-243284-6/ 978-0-13-243284-9.
You can contact the bookstore at 816-584-6747. To order textbooks online, you can go to http://www.park.edu/Bookstore/.
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COURSE DEVELOPER NOTES |
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Thank you for teaching this course. The Department of Arts and Communication appreciates your contributions to our department and student learning.
We hope you will find this course flexible and easy to use. If you notice problems or errors that need correction, please contact the course designer to implement the changes: christina.chang@park.edu
GRADING
In this course, the
assignments are set to be worth 1000 points for 100%. Feel free to make changes
to the gradebook if you want to use a different system.
If you want to change or add minor learning assignments to the course, you may
want to
do so by changing the weekly Discussion Board.
The Department requires the Core Assessment Assignment and that the final exam must count at least 10% of the final grade.
TEXTBOOK
Neuliep, J. W. (2009). Intercultural communication: A contextual approach (4th ed.). Thousand Oaks, CA: Sage, which is one of the textbooks approved for this course.
ANNOUNCEMENTS
You will see a weekly
announcement for each week from me. If you want to make changes, pease update each announcement by the
beginning of the course because the students will be able to see all of them. Of course you can add any announcements needed.
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READY, SET, GO |
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Welcome to CA 235, Multicultural Communication!
A study of communication and culture that examines cultural variability in interpersonal relationships. Emphasis is placed on facilitation of more effective communication episodes across gender, ethnicity, race, life-styles, culture and other barriers. The purpose of the course is to help you become a more rhetorically sensitive communication in personal, community, educational, and work settings.
We hope you will find this course to be a broad-based approach to cross-cultural communication, while emphasizing skills you can use. The Department guidelines state: "We are committed, as professionals and scholars, to the importance of a liberal arts education for communicators. We have seen this value in practice, and we know it makes an important difference in the profession."
In this course, you are encouraged to increase your multicultural experiences. Please take the time to go to intercultural community events, festivals, museums, ethnic restaurants, and other local multicultural activities, which will expand your experience and understanding of our multicultural society. Talk to immigrants, international students, seasoned travelers, visitors from other countries, people belonging to different microcultural groups, and other people who can increase your understanding of the complexities of culture and how a person's experience affects communication. In other words, take active steps to improve your intercultural communication skills in this course.
Learning Outcomes
1. To facilitate more effective communication episodes across gender, ethnicity, culture, and other barriers.
2. To examine the origins of personal beliefs and individual perception.
3. To provide opportunities for exploration of other cultures.
4. To develop strategies for improving communication across cultural boundaries.
5. To establish a philosophical foundation for the study of communication and culture.
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Underlined information will link you to that location. |
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SYLLABUS See your syllabus https://park.edu/syllabus/list.aspx , which may be linked from "Syllabus" under "Course Home." You may want to talk to your professor regarding student responsibilities and expectations in this course. Dr. Aitken is the course developer, but your professor has complete latitude to make minor or major revisions to this course, including policies and expectations. We are on a Monday-Sunday weekly schedule, with midnight Mountain time Sunday as the final deadline.
How do I access my online course?
If you are inside eCollege, you are there. (grin) Go to http://parkonline.org/ You can probably look around in there about a week before the course start date, but do NOT expect content to be updated until the first day of the course. Sometimes professors are assigned to courses at the last minute, so they have to adapt the course to their teaching styles at the last minute.
Getting Started in the Course
Check your course syllabus for assignments and details about your course http://www.park.edu/syllabus/list.aspx This may also be linked through the "Course Home," "Syllabus" link.
You will want to buy your textbook. See your syllabus for the textbook information. Neuliep, J. W. (latest edition). Intercultural communication: A contextual approach. Thousand Oaks, CA: Sage. Begin by reading chapter one and two.
Read the Course Home information in eCollege http://parkonline.org/
Introduce yourself and meet other students in the class online through the Discussion Board. By way of introduction, please tell us an intercultural experience you've had.
Using eCollege
There are two basic principles for navigation. The course content are accessed through the tabs on the left and the course tools or operations are the tabs across the top.
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If you've never used eCollege before, it's pretty intuitive. The course developer tutorial, which may help: http://ourwayit.com/eCollege/ This page will explain the basic features of the eCollege course.
Prerequisites
No course prerequisites. Of course, English language learners are welcome. You will need be able to obtain a copy of the course textbook, to have Internet access, and basic computer and communication skills.
Where do I find important deadlines?
Check the announcements. For assignment deadlines, check your syllabus https://park.edu/syllabus/list.aspx or "Course Schedule" under the "Course Home." Check the Calendar.
Many important deadlines for the course will be in your syllabus. In addition, you will want to be aware of the different Park University deadlines such as confirmation (payment for courses), adding or dropping a course, or withdrawing from a course. Please be sure to be aware of the academic calendar and if appropriate, review the policies and deadlines for adding, dropping, or withdrawing from a course. Remember, notices will be sent to your Park account only.
How do I find policies and resources?
Reading through the catalog-- Undergraduate Catalog --that applies to you is very important. It lists the policies and procedures that you are expected to follow. Another great resource of information is the Student Resource page. This page provides great information that can be referred to for the duration of your degree.
Grading
Faculty have flexibility within our guidelines, so please see your professor's expectations as indicated in the updated course gradebook and course syllabus. You can expect grades to be posted within one week of the due assignment due date.
Example Grading
Typically, final grades are earned according to the following scale:
A = 900-1000
B = 800-899
C = 700-799
D = 600-699
F = 599 or below
Example Points
1000 points = 100%
Example Assignment Weight
45% Written assignments on Discussion Board, which may include Answers to Fact Questions, Textbook Assessment Measures, Leadership Discussion, Application Activities, Minor Assignments, and Professor. (weeks 1, 2, 3, 4, 5, 7, 8 x 60 points each and week 6 for 30 points= 450 points)
25% Core Assessment Project (250 points)
30% Testing
Weekly quiz--Weeks 1, 2, 3, 5, 7 (4.5% or 9 points each x 5=45 points)
Midterm--Week 4 (10% or 100 points)
Final exam--Week 8 (20% or 200 points) Proctored, no notes, no book.
Using the Gradebook
Click on blue links to access faculty feedback.
In the faculty feedback, click on the plus icon to see everything the professor wrote.
Federal law requires confidentiality about student grades and thus discourages discussion of grades through email (not secure) or phone (must be able to recognize student's voice), but the internal email system is secure.
Grading Feedback
You can expect a grade or feedback in the gradebook or dropbox within a week of the due date.
Faculty Response to Messages
You can expect a response from faculty within a couple days. If you don't hear back from your communication, try again using your professor's preferred communication method or a different method. Remember that nonPark email messages are often blocked by the security system.
Internet Links
The web links in this course are for exploration and to provoke thought. If links move or don't work, you can use a search engine to find the site or something comparable. In many cases, if you will copy the link and paste it in your Internet browser, it will work. Operation should be more effective if you right click the link or operate it outside of eCollege.
Late Submission of Course Materials
Be on time. Please submit a physician's excuse for late assignments. In a monochronic time culture like the US, meeting deadlines is crucial to effective communication. Thus, being on time is a way of showing that you know the nonverbal meaning of time in the US culture.
Expectations for Students
Students need to be respectful of other people in this class. Rhetorical sensitivity is the process of communicating with the context in mind, so that you are concerned about the other person's perspective. Strive to enhance a safe and positive learning community in this class.
In this course, you will learn about the importance of saving face (protecting another person's pride), which calls for you to suspend judgmental talk or actions about the other person's values, attitudes, and behaviors. You will want to focus on ideas and avoid prejudicial or stereotypical comments. Please be careful about humor and sarcasm because they may not translate interculturally and are difficult to interpret online.
Any course in multicultural communication expects rhetorical sensitivity regarding topics such as gender, ethnicity, race, life-style, marriage and family, sexual orientation, disability status, religion, socio-economic class, education, minority group status, veteran status, and culture.
Regarding your course progress, please work out problems with your professor early in the course and in advance of any serious developments. Here are example expectations of the course developer: http://ourwayit.com/Guidelines.html
Tutorials
APA Writing and Grammar: http://ourwayit.com/APA.html
APA Citation and Reference Style Formatting: http://owl.english.purdue.edu/owl/resource/560/01/
For Research, Park University Mass Media and Communication Complete Online Database Tutorial: http://ourwayit.com/LibraryTutorial/
Example Virtual Museum Links
Course Developer
Dr. J. E. Aitken is the course developer for this course. She is Professor, Arts and Communication, at Park University. Dr. Aitken has worked internationally in Jamaica and the People's Republic of China. Dr. Aitken helped provide intercultural course teaching materials for Dr. Neuliep, whose book is used for the course lectures. Dr. Aitken has published seven books and more than 50 articles and book chapters. Dr. Aitken’s most recent book is entitled ICOMM: Interpersonal Concepts and Competencies.
Course Content Source Credits
Text of lectures, overviews, tests, and similar materials are directly quoted from Neuliep, J. W. (2009). Intercultural communication: A contextual approach (4th ed.). Thousand Oaks, CA: Sage. Clipart is from Microsoft. Words in other languages are greetings or "Thank you." Photographs are by C. Aitken-Palmer. Other visuals from sources as indicated. Copyright. All rights reserved.
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Communication with Professor and Peers |
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Professor Contact Information
See your course syllabus. To look up faculty contact information, go to people@park, which can be linked through http://www.park.edu/ (upper right corner of the homepage): http://people.park.edu/Public/Default.aspx?TabKey=0&TaskItemKey=2&Screen=0 Unfortunately, not all faculty are in the system.
Course Developer Contact: Dr. Aitken, Professor, Department of Arts & Communication, 229 Copley, 8700 NW River Park Drive, Park University, Parkville, MO 64152. Office 816-584-6785. joan.aitken@park.edu -- Vita
Appropriate Email and Phone Communication With Your Professor
Check your syllabus to see your professor's preferred method of communication. You can expect a response within a couple days. If you don't receive a response, make a second contact, perhaps through a different method. There are multiple ways to communicate with your professor:
1. Use the Park email system. Yourprofessor'sfirstname.lastname@Park.edu email Please use your park.edu email address as well because nonPark emails are typically blocked or sent directly to spam.
2. Use the internal email system to communicate inside the eCollege. Note, this information does not go to your professor's Park email any more. Most faculty have trouble remembering to check the internal email. The advantages are you have privacy and a record.
3. Communicate by phone. Your professor may have a phone number in your syllabus. Park's phone numbers are (816) 741-2000 or (800) 745-7275. Faculty at a distance may not be accessible through this number.
4. Communicate by US mail. Park University, 8700 NW River Park Drive, Parkville, MO 64152. Faculty at a distance may not be accessible through this address.
COMMUNICATION WITH YOUR PROFESSOR
Check your syllabus to see your professor's preferred method of communication. You can expect a response within a couple days. If you don't receive a response, make a second contact, perhaps through a different method. There are multiple ways to communicate with your professor:
1. Use the Park email system. Yourprofessor'sfirstname.lastname@Park.edu email Please use your park.edu email address as well because nonPark emails are typically blocked or sent directly to spam.
2. Use the internal email system to communicate inside the eCollege. Remember, this email doesn't go anywhere. Because of its security, it's a good place to discuss grades. Expect your professor to check that system on occasion, such as once a week.
3. Communicate by phone. Your professor may have a phone number in your syllabus. Park's phone numbers are (816) 741-2000 or (800) 745-7275. Faculty at a distance may not be accessible through this number.
4. Communicate by US mail. Park University, 8700 NW River Park Drive, Parkville, MO 64152. Faculty at a distance may not be accessible through this address.
FACULTY RESPONSE
DISCUSSING GRADES
Because of federal FERPA regulations, faculty are advised not to
discuss grades or other private information by email or phone because
they cannot be sure they are communicating only with the student. A good
way to communicate with your professor in this case may be through the
eCollege internal email system.
APPROPRIATE COMMUNICATION
All assignments need to be written in Standard American English.
Any use of e-lingo may cause a deduction in grade.
You probably have learned not to verbally attack others as part of your conflict resolution pattern. Students who are angry are not permitted to use verbal aggression toward faculty, staff, or other students. By way of definition, a person who is aggressive acts in a self-righteous or superior way, and expresses wants, ideas, and feelings at the expense of others with the intent to embarrass, dominate, hurt, or humiliate. “Verbal aggression includes the use of words to attack another person, nagging, yelling, insulting, attacking character, crying, accusing, rejecting, refusing to talk, and swearing” (Chapter 9, Berko et al). “Before you flame, you might want to consider extinguishing the message. You are liable for the abusive, aggressive, or deliberately antisocial e-mail you send.“ (Berko et al, Chapter 10). Further, Complaining to a person in a chain who has no ability to change or control the problem makes no sense.
Appropriate behavior is required in this course and this program. Effective communication—a goal of this course—avoids whining, undermining a supportive learning community, badgering, name-calling, threatening, bullying, negative sarcasm, narcissistic behaviors, hostility, and any other form of harassment.
EXEMPLARY COMMUNICATION
Effective communication is expected in this course on all levels.
Consider these research findings regarding interpersonal communication and effective leaders.
Interpersonal Communication of Leaders
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Effective Leaders |
Poor Leaders |
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Blair, C. A., Hoffman, B. J., & Helland, K. R. (2008). Narcissism in organizations: A multisource appraisal reflects different perspectives. Human Performance, 21(3), 254-276.
What is expected regarding online posts, emails, and other communications between students and faulty?
The Communication Arts faculty agree that RESPECT is an over-riding expectation. Respect includes an appreciation for the other person. There should be respect for authority and for peers. This respect includes no name calling, no verbal attacks, no public criticism, no threats, no aggressive communication.
Be aware that to challenge ideas, including your perceptions of the course material, the professor may make challenging statements, ask challenging questions, or correct students who present information that goes against knowledge based on communication research.
Rhetorical sensitivity is the process of communicating with the context in mind, so that you are concerned about the other person's perspective. Any course in communication expects rhetorical sensitivity regarding topics such as gender, ethnicity, race, life-style, marriage and family, sexual orientation, disability status, religion, socio-economic class, education, minority group status, veteran status, and culture. Strive to create a positive learning community in all aspects of your learning at Park University.
Effective communicators stress “I” messages, in which personal feelings and observations are expressed, rather than “you” messages that attack the other person. Your communication needs to demonstrate appropriate behaviors for people who strive to be exemplary leaders.
Consider the importance of saving face (protecting another person's pride), which calls for you to suspend judgmental talk or actions about the other person's values, attitudes, and behaviors. You will want to focus on ideas and avoid prejudicial or stereotypical comments.
You will want to demonstrate respect for Park University policies, faculty, peers, property, and scholarship. If you have questions, please ask.
You can read details here: http://www.park.edu/studentlife/conduct.html "Students are expected to accept their obligations to the entire Park community to honor and respect the value and integrity of each person and to conduct themselves accordingly. In addition, students are responsible for making themselves aware of Park University policies and procedures, all of which are outlined in the Catalog, in the Student Handbook/Planner, and/or on the Park University website: www.park.edu/policies."
Importance of Online Discussion and Online Etiquette (Netiquette)
This course requires frequent and active engagement in online discussion. Some tips for posting online include the following.
Keep posts short, but provide substance.
Encouraging responses--"great post," "interesting comment,"--are always welcome, but do not satisfy the discussion thread assignment.
Remember to login and post multiple times per week and respond to others so that you are engaged in a conversation, and not making isolated posts.
Avoid sarcasm and humor or indicate clearly (e.g., "Ha, ha," "grin," smiley face).
Avoid plagiarism in online discussion.
As you read the textbook, find facts (research-based concepts), which you can apply to your own experiences to use in the discussion.
Seek to expand your thinking and experience about intercultural communication.
Seek to be open and nonjudgmental about the ideas of others.
Express your thoughts in a candid way so that you can be motivated to test yourself and improve your intercultural communication.
Use the Discussion Board to apply what you learn in the textbook and other course materials.
Controversial and Offensive Course Content
Because cultures can clash, you may find website links, questions, videos, photos, cartoons, or other content in this course to be offensive. You may find Discussion Board comments from class peers to be offensive. Remember that each student in this course, the professor, the course developer, and the course designer bring their cultural biases to this course. Although we have tried to present a variety of perspectives, many important views have been missed.
There is a learning principle that we have to face and discuss prejudices to increase multicultural tolerance. Indeed, what is taboo for one group may be acceptable for another group. The purpose of including controversial elements is to challenge you to consider the perspectives of other people. Thus, some of these points of view may make you feel quite uncomfortable. We do not suggest that you should agree, but that you simply consider how multiple standpoints may be expressed in a multicultural society.
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EXAMPLE GRADEBOOK |
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Discussion wk 1--60 Points
Discussion wk 2--60 Points
Discussion wk 3--60 Points
Discussion wk 4--60 Points
Discussion wk 5--60 Points
Discussion wk 6--30 Points
Discussion wk 7--60 Points
Discussion wk 8--60 Points
Quiz week 1, 2, 3, 4, 5: 45
Test-Midterm wk 4--100 Points
Test-Final--200 Points
Core Assessment—250 points
1000 total points, with 900 points and A, 800 points a B, and 700 points a C.
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Welcome to the CA 235 multicultural communication course! Tell us about yourself. Will you tell us a story about a cross-cultural or intercultural experience you had or heard about?
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Tentative Schedule (Discussion Thread) |
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Tentative Course Schedule |
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Unit or Week |
Read Chapter in Neuliep Text |
Samovar et al Text Reading |
Oetzel Text Reading |
Assignment Due by Sunday or as indicated by your professor |
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Week 1 |
1 The Necessity of Intercultural Communication 2. The Cultural Context |
1. Communication and Culture: The Voice and the Echo. |
1. Defining Intercultural Communication 2. A Layered Approach to Intercultural Communication |
Self-check Quiz Discussion Board |
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Week 2 |
3. The Microcultural Context 4. The Environmental Context |
4.Cultural and the Individual: Cultural Identity. |
10. Intercultural Communities 3. Identity
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Discussion Board Self-check Quiz |
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Week 3 |
5. The Perceptual Context 6. The Sociorelational Context |
3.World View: Cultural Explanations Of Life and Death. |
4. Attributions and Attitudes 5. Initial Intercultural Interactions |
Discussion Board Self-check Quiz |
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Week 4 |
7. The Verbal Code: Human Language 8. The Nonverbal Code |
6.Words and Meaning: Language and Culture. |
11. Media and Popular Culture |
Discussion Board Self-check Quiz |
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Week 5
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9. Developing Intercultural Relationships 10. Intercultural Conflict |
9.Cultural Influences on Context: The Educational Setting. |
6. Intercultural Friendships and Relationships
7. Higher
Educational Contexts |
Discussion Board Self-check Quiz |
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Week 6 |
Focus on core assessment. |
Focus on core assessment. |
Focus on core assessment. |
Core Assessment Due |
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Week 7 |
11. Intercultural Communication in Organizations 12. Acculturation, Culture Shock, and Intercultural Competence |
8.Cultural Influences on Context: The Business Setting. 11.Becoming Competent: Improving Intercultural Communication. |
8. The Workplace |
Discussion Board Self-check Quiz |
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Week 8
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Religion and Communication Adaptation Closure |
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Discussion Board Proctored Final Exam |
Discussion thread entitled: PROFESSOR UPDATES
Your professor may add updates or information here.
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GLOSSARY (Sublink under Home)
MULTICULTURAL COMMUNICATION |
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Directly quoted from Neuliep, J. W. (2009). Intercultural communication: A contextual approach (4th ed.). Thousand Oaks, CA: Sage.
Acculturation: The process of cultural change that results from ongoing contact between two or more culturally different groups.
Acculturative Stress: The anxiety and tension associated with acculturation.
Adaptors: Mostly unconscious nonverbal actions that satisfy physiological or psychological needs such as scratching an itch.
Adjustment Phase: Third stage of culture shock characterized by where people actively seek out effective problem-solving and conflict resolution strategies.
Affect Displays: Nonverbal presentations of emotion, primarily communicated through facial expressions.
Affective Component: Approach-avoidance tendencies during intercultural communication. The extent to which one experiences intercultural communication apprehension and one's willingness to communicate.
African-Americans: Micro-cultural group in the United States whose ancestors were brought to the United States as slaves.
Amish: A micro-cultural religiously oriented group whose members practice simple and austere living.
Analogic Communication: Nonverbal communication, including vocal elements such as voice pitch.
Anxiety Uncertainty Management Theory: Theory that describes how individuals can manage (rather then reduce) uncertainty and anxiety during intercultural communication.
Arab-Americans: According to the Census Bureau, people with ancestries originating from Arabic speaking countries or areas of the world.
Arranged Marriage: Marriage that is initiated and negotiated by a third party, other than the bride and groom.
Assertiveness: An individual's ability to make requests, actively disagree, and express positive or negative personal rights and feelings.
Assimilation: The degree to which an individual takes on the behaviors and language habits and practices the basic rules and norms of the host culture while relinquishing ties with the native culture.
Avoiding communication style: The degree to which a person ignores both self-face need and other-face need.
Avoiding Facework: Behaviors that focus on an attempt to save the face of the other person.
Built Environment: Adaptations to the terrestrial environment, including architecture, housing, lighting, and landscaping.
Carpentered-World Hypothesis: Learned tendency by those living in industrialized cultures to interpret non-rectangular figures as rectangles in perspective.
Categorization: Classifying or sorting of perceived information into distinct groups.
Chronemics: The perception and use of time.
Cognition: Higher mental processes, such as perception and memory.
Collectivism: Cultural orientation that the group is the primary unit of culture. Group goals take precedence over individual goals.
Communication Apprehension: The fear or anxiety associated with either real or anticipated communication with another person or group of persons.
Communication: The simultaneous encoding, decoding, and interpretation of verbal and nonverbal messages between people.
Compromising communication style: The degree to which a person tries to balance both self-face and other-face needs.
Conflict Interaction Styles: The ways individuals manage actual conflict.
Context: The cultural, physical, social, and psychological environment.
Cultural Context: An accumulated pattern of values, beliefs, and behavior held by an identifiable group of people with a common verbal and nonverbal symbol system.
Cultural Transmutation: Mode of acculturation where the individual chooses to identify with a third cultural group (e.g., microculture) which materializes out of the native and host cultural groups.
Culture Shock: The effects associated with the tension and anxiety of entering into a new culture combined with the sensations of loss, confusion, and powerlessness resulting from the forfeiture of cultural norms and social rituals.
Culture: An accumulated pattern of values, beliefs, and behaviors, shared by an identifiable group of people with a common history and verbal and nonverbal symbol system.
Decay: Memory loss due to lack of use.
Denotative meaning: The literal meaning of a word; the dictionary meaning.
Digital communication: Verbal communication.
Dominating communication style: The degree to which a person asserts a high self-face need while simultaneously discounting the other-face need.
Dominating Facework: Behaviors that are characterized by an individual’s need to control the conflict situation and defend his or her self-face.
Dozens: A verbal battle of insults between speakers who are judged for their originality and creativity by a small group of listeners. This is the highest form of verbal warfare and impromptu speaking in many African-American communities.
Dynamic: Something considered active and forceful.
Ebonics: From the terms ebony and phonics, a grammatically robust and rich African-American speech pattern whose roots are in West Africa.
Emblems: Primarily hand gestures that have a direct verbal translation. Can be used to repeat or substitute for verbal communication.
Emotional Expression: How one might use his or her emotions to guide conflict. This is demonstrated by the type of person who listens to his or her base feelings and proceeds accordingly.
Environmental Context: The geographical and psychological location of communication within some cultural context.
Environmental Context: The physical, geographical location of communication.
Episodic Memory: A component of long-term memory where private individual memories are stored.
Ethnicity: The group affiliation or ancestral origins of an individual. A more appropriate word than the social construct of "race," ethnicity may refer to religious, language-based, or geographic origins, according to an individual's genetic or self-definition.
Ethnocentric Attributional Bias: The tendency to make internal attributions for the positive behavior of the ingroup while making external attributions for its negative behavior.
Ethnocentrism: Tendency to place one's own group (cultural, ethnic, or religious) in a position of centrality and worth, and to create negative attitudes and behaviors toward other groups.
Ethnocentrism: Tendency to place one's own group or ethnicity in a position of centrality and worth while creating negative attitudes and behaviors towards other groups.
Face: A person’s sense of favorable self-worth or self-image experienced during communicative situations; an emotional extension of the self-concept; considered a universal concept; that is, people in all cultures have a sense of face, but the specific meanings of face may vary across cultures.
Facework: The communicative strategies employed to manage one’s own face or to support or challenge another’s face. Can be employed to initiate, manage, or terminate conflict.
Fixed-feature Space: Space bounded by immovable or permanent fixtures, such as walls.
Gender: A socially constructed and learned creation usually associated with one's sex; masculinity and femininity. People are born into a sex group, but learn to become masculine or feminine. The meaning of gender stems from the particular culture's value system.
GENE: Self-report instrument designed to measure generalized ethnocentrism
Haptics: Nonverbal communication via physical contact or touch.
High Context: Cultural orientation where meanings are gleaned from the physical, social, and psychological contexts.
High Load: Situation with a high information rate.
Hispanic: Defined by the U.S. Government as a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin regardless of race.
Hmong: Microculture belonging to the Sino-Tibetan language family and are culturally similar to the Chinese. The Hmong, which means "free people" or "mountain people" fought for the United States during the Vietnam War and many have immigrated to the United States since the end of the war.
Horizontal Collectivism: Cultural orientation where the self is seen as a member of an ingroup whose members are similar to each other.
Horizontal Individualism: Cultural orientation where an autonomous self is valued but the self is more or less equal with others.
Illusory Correlation Principle: When two objects or persons are observed to be linked in some, people have a tendency to believe they are always linked (or correlated).
Illustrators: Primarily hand and arm movements that function to accent or complement speech.
Individualism: Cultural orientation that the individual is unique and emphasizing individual goals over group goals.
Informal Space: Space defined by the movement of the interactants.
Information Rate: The amount of information contained or perceived in the physical environment per some unit of time.
Ingroup: A membership group whose norms, goals, and values shape the behavior of the members. Extreme ingroups see the actions of an outgroup as threatening to the ingroup.
Integrating communication style: The degree to which a person assumes a high self-face need while also attending to the needs of the other-face.
Integrating Facework: Behaviors that allow for the shared concern for self- and other-face and strives for closure in the conflict
Integration: Mode of acculturation where the individual develops a kind of bicultural orientation which successfully blends and synthesizes cultural dimensions from both groups while maintaining an identity in each group.
Intentionality: During communication, the voluntary and conscious encoding and decoding of messages.
Interactive: A process between two people.
Intercultural Communication Apprehension (ICA): The fear or anxiety associated with either real or anticipated communication with a person from another culture or co-culture.
Intercultural Communication: Two persons from different cultures or co-cultures exchanging verbal and nonverbal messages.
Intercultural competence: The ability to adapt one’s verbal and nonverbal messages to the appropriate cultural context.
Intercultural Conflict: The experience of emotional frustration or mismatched expectations between individuals from different cultures who perceive an incompatibility between their values, norms, goals, scarce resources, or outcomes during an intercultural exchange.
Intercultural willingness to communicate: Predisposition to initiate intercultural interaction with persons from different cultures even when completely free to choose whether or not to communicate.
Interference: During recall, when new or old information blocks or obstructs the recall of other information.
Intermediary level: The actual location and context of the conflict.
Involuntary Membership Group: A group to which a person belongs and has no choice but to belong, such as a person's sex, race, and age group.
Involuntary Nonmembership Group: A group to which a person does not belong because of ineligibility.
Kinesics: General category of body motion, including emblems, illustrators, affect displays, and adaptors.
Knowledge Component: The extent of one's awareness of another's culture's values etc. Also the extent to which one is cognitively simple, rigid and ethnocentric.
Long-term Memory: Cognitive storage area where large amounts of information are held relatively permanently.
Low Context: Cultural orientation where meanings are encoded in the verbal code.
Low Load: Situation with a low information rate.
Macro or Societal level: Factors that are out of the control of the interactants. These conditions include any history of subjugation, ideological/ structural inequality, and minority group strength.
Membership Group: A group to which a person belongs where there is regular interaction among members who perceive of themselves as members.
Memory: The storage of information in the human brain over time.
Micro or Individual level: Each individual’s unique attitudes, dispositions, and beliefs that he or she brings to the conflict.
Microculture: An identifiable group of people coexisting within some dominant cultural context.
Microculture: An identifiable group of people who share a set of values, beliefs, and behaviors and who possess a common history and verbal and nonverbal symbol system that is similar to but systematically varies from the larger, often dominant cultural milieu.
Minority Group: Subordinate group whose members have significantly less power and control over their own lives than members of the dominant or majority group.
Monochronic Time Orientation: Cultural temporal orientation that stresses the compartmentalization and segmenting of measurable units of time.
Muted Groups: Microcultures who are forced to express themselves (e.g., speak, write) within the dominant mode of expression.
Mutual-face: The concern for both parties’ images or the image of the relationship
Neglect: The use of a passive–aggressive approach where one might ignore the conflict but attempt to elicit a response from the other via aggressive acts.
Nonmembership Group: A group to which a person does not belong.
Nonverbal Expectancy Violations Theory: Theory that posits that people hold expectations about the nonverbal behavior of others. When these expectations are violated, people evaluate the violation positively or negatively depending on the source of the violation.
Obliging communication style: The degree to which a person puts the other-face need ahead of self-face need.
Olfactics: The perception and use of smell, scent, and odor.
Organizational Culture: An organized pattern of values, beliefs, behaviors and communication channels held by the members of an organization
Other-face: The concern for another’s image.
Outgroup Homogeneity Effect: The tendency to see members of an outgroup as highly similar while seeing the members of the ingroup as unique and individual.
Outgroup: A group whose attributes are dissimilar from an ingroup's and who opposes the realization of ingroup goals.
Paralanguage: Characteristics of the voice such as pitch, rhythm, intensity, volume, and rate.
Perception: The mental interpretation of external stimuli via sensation.
Perceptual Context: The attitudes, emotions, and motivations of the persons engaged in communication and how they affect information-processing.
Perceptual Context: The cognitive process by which persons gather, store, and retrieve information.
Perceptual Filters: Physical, social, and psychological processes that screen and bias incoming stimuli.
Personal Report of Communication Apprehension (PRCA): Self-report instrument designed to measure communication apprehension.
Polyandry: The practice of having multiple husbands.
Polychronic Time Orientation: Cultural temporal orientation that stresses the involvement of people and the completion of tasks as opposed to strict adherence to schedules. Time is not seen as measurable.
Polygamy: The practice of having multiple spouses.
Polygyny: The practice of having multiple wives.
Power Distance: The extent to which less powerful members of a particular culture accept and expect that power within the culture will be distributed unequally.
Power Distance: The extent to which members of a culture expect and accept that power is unequally distributed.
Privacy: The degree to which an individual can control the visual, auditory, and olfactic interaction with others.
Process: Anything ongoing, ever-changing, and continuous.
Proxemics: The perception and use of space, including territoriality and personal space.
Psychomotor Features: The extent to which one can translate cultural knowledge into appropriate verbal and nonverbal performance and role enactment.
Race: A social construct based primarily on skin color. A more scientific term is ethnicity, which refers to places of ancestral origin.
Recall/Retrieval: To call to mind a recollection of stored information.
Re-Entry Shock: The effects associated with the tension and anxiety of returning to one's native culture after an extended stay in a foreign culture.
Reference Group: A group to which a person may or may not belong, but identifies in some way with the values and goals of the group.
Regulators: Nonverbal acts that manage and govern communication between people, such as stance, distance, eye contact, etc.
Relational Empathy: Shared meaning and harmonization that is the outcome or result of interaction of two people.
Responsiveness: An individual's ability to be sensitive to the communication of others, including providing feedback, comforting communication, and listening.
Rhetorical sensitivity: Selecting language and nonverbal communication with thought and care so that one adapts communication effectively to the other person and the context.
Role: One's relative hierarchical position or rank in a group. A role is a prescribed set of behaviors that are expected in order to fulfill the role. Roles prescribed with whom, about what, and how to interact with others.
Self-face: The concern for one’s own image.
Semantic Memory: A part of long-term memory where general information, such as how to read and write, and the meanings of words are stored.
Semi-fixed Featured Space: Space bounded by movable objects such as furniture.
Sensation: Gathering of visual, auditory, olfactic, haptic and taste stimuli/information.
Sensory Receptors: Eyes, ears, nose, mouth, and skin.
Sensory Register: Storage center for raw sense data.
Sex Role: A prescribed set of behaviors assigned to different sexes.
Sex: A designation of people based on biological genital differences.
Situational Features: The extent to which the environmental context, previous contact, status differential and third-party intervention affect one's competence during intercultural communication.
Social Identity: The total combination of one's group roles. A part of the individual's self-concept that is derived from the person's membership in groups.
Social Stratification: A culture's organization of roles into a hierarchical vertical status structure.
SocioCommunicative Style: Degree of assertiveness and responsiveness during communication.
Sociorelational Context: The role relationship between the interactants (i.e., brother/sister)
Socio-Relational Context: The roles that one assumes within a culture that are defined by verbal and nonverbal messages.
Spanglish: Hybrid language combining the phonological features (i.e., sounds) and syntactic structures (grammar) of English and Spanish.
Stereotypes: A subset of categorizing involving the attribution of characteristics of a group to an individual based on individual's membership in that group. Stereotypes are categories with an attitude.
Symbol: An arbitrarily selected and learned stimulus representing something else.
Terrestrial Environment: The physical geography of the earth.
Third Culture: That which is created when a dyad consisting of persons from different cultures come together and establish relational empathy.
Third-party help: The extent to which a person would engage an outsider to act as a go-between in the conflict.
Transactional: The simultaneous encoding and decoding process during communication.
Uncertainty Avoidance: The degree to which members of a particular culture feel threatened by unpredictable, uncertain, or unknown situations.
Uncertainty Reduction Theory: The major premise of this theory is that when strangers first meet, their primary goal is to reduce uncertainty.
Uncertainty: The amount of predictability in a communication situation.
Uncertainty: The amount of unpredictability during communication.
Values: Criteria for selecting and justifying behavior. Values have a cognitive, affective, and behavioral component.
Vertical Collectivism: Cultural orientation where the individual sees the self as an integral part of the ingroup but whose members are different than each other (e.g., status).
Vertical Individualism: Cultural orientation where an autonomous self is valued but the self is seen as different and perhaps unequal with others.
Voluntary Membership Group: A membership group to which a person belongs out of choice, like a political party or service organization.
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Weekly Announcements Please put all the weekly announcements in the Master course |
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Week in Advance Announcement: Welcome and Contact Information
Welcome Students!
Multicultural communication skills can be valuable to you in your personal and professional life, so this course should be a useful one to you. This course is a study of communication and culture that examines cultural variability in interpersonal relationships. Emphasis is placed on facilitation of more effective communication episodes across gender, race, life-styles, culture and other barriers.
TEXTBOOK
Neuliep, J. W. (2009). Intercultural communication: A contextual approach (4th ed.). Thousand Oaks, CA: Sage. You can contact the bookstore at 816-584-6747. To order textbooks online, you can go to http://www.park.edu/Bookstore/.
COURSE ACCESS
To access the course, go to http://parkonline.org/ You can probably look around in there about a week before the course start date, but do NOT expect content to be updated until the first day of the course. Sometimes professors are assigned to courses at the last minute, so they have to adapt the course to their teaching styles at the last minute.
GETTING STARTED IN THE COURSE
You should be able to access the course about a week in advance of the start date. Feel free to explore and do read through the sublinks under Course Home. You'll notice functions tabs across the top and content tabs along the left. You open access to the sublinks by clicking the main unit arrow. We are on a Monday-Sunday weekly schedule, with midnight Mountain time Sunday as the final deadline. The weekly units will appear on Monday of each week.
Check your course syllabus for assignments and details about your course http://www.park.edu/syllabus/list.aspx This may also be linked through the "Course Home," "Syllabus" link.
You will want to buy your textbook. See your syllabus for the textbook information. If the textbook is Neuliep, J. W. (2009). Intercultural communication: A contextual approach. Thousand Oaks, CA: Sage, begin by reading chapter one and two.
Please notice that weekly assignments are included in the weekly announcements.
Introduce yourself and meet other students in the class online through the Discussion Board. By way of introduction, please tell us an intercultural experience you've had.
If you've never used eCollege before, you may want to read this tutorial prepared by the course developer: http://ourwayit.com/eCollege/ This page will explain the basic features of the eCollege course.
eCOLLEGE CONTACT
Email: helpdesk@parkonline.org
Phone: 1-866-301-PARK (1-866-301-7275)
COURSE DEVELOPER CONTACT
Please use the Park University email system to contact
Dr. Aitken, Professor, Department of Arts &
Communication, 229 Copley, 8700 NW River Park Drive, Park University, Parkville,
MO 64152.
Office 816-584-6785.
joan.aitken@park.edu
Please check the weekly announcements each week to focus your learning.
Wishing you an amazing journey in intercultural communication.
With warm regards,
CA 235 Professor
Week 1 Announcement: Week 1 Assignments
Welcome Students!
We're delighted to have you a part of this course. This course should be an interesting and practical one you will be able to use in personal and work contexts.
One of the exciting part of courses at Park University is that we have a diverse student body. While reading the research-based principles of multicultural communication, please share your personal experiences and perspectives.
In this unit, you will learn about the Necessity of Intercultural Communication and The Cultural Context. This information provides a foundation for understanding many principles in the course.
SYLLABUS
You should be able to access your syllabus with details about your course through http://www.park.edu/syllabus/list.aspx
TEXTBOOK
Neuliep, J. W. (2009). Intercultural communication: A contextual approach (4th ed.). Thousand Oaks, CA: Sage. You can contact the bookstore at 816-584-6747. To order textbooks online, you can go to http://www.park.edu/Bookstore/.
COURSE ACCESS
To access the course, go to http://parkonline.org/ You can probably look around in there about a week before the course start date, but do NOT expect content to be updated until the first day of the course. Sometimes professors are assigned to courses at the last minute, so they have to adapt the course to their teaching styles at the last minute.
ASSIGNMENTS
Assignments are due by Sunday, midnight, Mountain Time of each week.
Read chapters one and two. You will see an overview in the unit link and
information in the lecture. As you work through the material, you will
want to complete one activity you can discuss in the Discussion Board. Be sure
to discuss all required threads in the Discussion Board. Because everyone
is figuring out the course and some people add late, I will accept this week's
assignments next week too.
PROCTORED FINAL
EXAM
There is a self-check
quiz each week, which will help you prepare for the final exam. You want to fill
out the form for your proctored exam well before the deadline.
eCOLLEGE CONTACT
Email: helpdesk@parkonline.org
Phone: 1-866-301-PARK (1-866-301-7275)
COURSE DEVELOPER CONTACT
Please use the Park University email system to contact me.
Dr. Aitken, Professor, Department of Arts & Communication, 229 Copley, 8700 NW River Park Drive, Park University, Parkville, MO 64152. Office 816-584-6785. joan.aitken@park.edu
With warm regards,
CA235 Course Developer
Week 2 Announcement
Hello Students,
You should be finding your way around the course and working in your textbook now.
In this unit, you will learn about the microcultural context and the environmental context. Think about the groups you belong to and how your surroundings affect communication.
CORE ASSESSMENT
Time to start planning the core assessment project. This experiential learning project is where you will actually participate in a cultural experience that stretches your perceptions. Because you will go someplace and do something, you’ll need to start investigating events and possibilities in your area. Give this serious thought so this will be a powerful experience. You will see information under “Course Home,” “Core Assessment.”
ASSIGNMENTS
Read chapters 3 and 4. Focus on doing the assignment for the Discussion Board. There’s also another Self-check Quiz to prepare you for the final exam.
Hope you accomplish real learning this week!
With warm regards,
CA235 Course Developer
Week 3
Hello Students,
This unit is about the perceptual context and the sociorelational context. Perception is a powerful influence in intercultural communication.
Assignments
Read chapter 5 and 6, work on Discussion Board assignments, and remember to complete the Self-check Quiz to prepare you for the final exam.
Hope you achieve your best this week!
Sincerely,
CA235 Course Developer
Week 4 Mid-term Announcement
Dear Students,
Wow, we’re already at the midterm. Hopefully, you are progressing well through the materials. If you have questions, please ask.
This unit is about language—verbal (words) and nonverbal (non-word), which can cause much confusion in cross-cultural communication.
ASSIGNMENTS
Read chapters 7 and 8. You should be working on your Core Assessment Project by now, complete assignments for the Discussion Board, and complete the Self-check Quiz or midterm, depending on your professor’s requirements.
Hope this week is a good one for you!
Thanks for your efforts in this course,
CA235 Course Developer
Week 5 Announcement
Welcome to Week 5!
Read chapters 9 and 10 as you think about your relationships and conflict in intercultural communication.
ASSIGNMENTS
You should be finishing your Core Assessment project and checking the grading rubric under home to make sure you are completing all elements. Continue with assignments for the Discussion Board and the Self-Check Quiz.
Hope you’re enjoyed your continued learning in this course!
Regards,
CA235 Course Developer
Week 6 Core Assessment Due by Sunday
Hello Students,
The big week has arrived. Your Core Assessment Project is due Sunday. Focus on core assessment.
If you have questions or concerns, be sure to ask IN ADVANCE of the due date.
Hope this assignment was a powerful one in your life.
Regards,
CA235 Course Developer
Week 7 Announcement
Hello Students,
As you finish reading your textbook, think about your multicultural
communication in the workplace. Now is a good time to think in a holistic way
about acculturation, culture shock, and intercultural competence.
ASSIGNMENTS
Finish reading the book and participate in the Discussion Board assignments. Now is a good time to start studying for your final exam. Review the “Glossary” under “Course Home.” Review your results of each Self-Check Quiz.
Thank you for your sincerely effort in this course!
With regards,
CA235 Course Developer
Week 8 Announcement
Hello Students,
Think about how religion affects multicultural communication. Have you improved your adaptation and communication skills in this course?
Finish up with any Discussion Board assignments, then focus on your final exam. Remember to review the “Glossary” under “Course Home,” and the results of each Self-Check Quiz as part of your exam study.
Please complete a course evaluation for your professor. We appreciate your feedback.
We hope you have learned much in this course and found the information interesting and practical for your personal and professional life.
Wishing you your best,
CA235 Course Developer
If any content or copyright owner finds material on these websites, which the owner wants removed, please contact joan.aitken@park.edu .
