Writing about a book

INST 110I: INTRODUCTION TO INTERNATIONAL ENGAGEMENT

FALL 2017

INSTRUCTOR	CLASS SCHEDULE	CONTACT
	Days of Week	Time	Place	E-Mail	Phone	Office Hours
Dr. Quirino [key-reno] de Brito	T&Th	2:00-3:15 P.M.	OCNL 237	qdebrito@ csuchico.edu	898-3251	Tuesday: 5-5:30 P.M.; Thursday: 3:30-5:30; and by appointment ARTS 333

Catalog Course Description

The nature of study, work, volunteering, and travel abroad. Emphasis on an exploration of the self as an integrated physiological, social, and psychological being while living abroad. Students learn to differentiate between personal, cultural, and universal patterns in order to develop greater understanding of themselves and people of other cultures.

International Studies Pathway Catalog Description

International Studies is about the exploration of the world's cultures, languages, and institutions and their diverse traditions and common interests.  The International Studies Pathway encourages appreciation of the world's cultural diversity and recognition of the common issues that contemporary societies face.  Students develop comparative perspectives of ethical, sustainable, and socially responsible institutions.  This Pathway requires students to develop cross-cultural understanding, technical skills, and pre-professional experience relevant to the globalizing world of the 21st century.  The International Studies Pathway is appropriate for students interested in international business, culture, arts, politics, and economics. Students are encouraged to study abroad as part of the International Studies Pathway, and under certain circumstances, may apply up to 18 units toward the interdisciplinary GE Pathway Minor in International Studies.  Students interested in applying credit from study-abroad experiences to the interdisciplinary minor should consult with the Study Abroad Office and the International Studies GE Coordinator before departure.

Global Development Studies Pathway Catalog Description

When you graduate from CSU, Chico, you will enter an increasingly interdependent and competitive global marketplace in which people, ideas, and merchandise cross national borders at a rate unprecedented in human history.  The Global Development Studies Pathway is for students who want to learn more about the people and issues of the developing world, where close to ninety percent of the earth's population resides.  Courses explore the cultural expressions and histories of a vast range of societies and groups underrepresented in standard U.S. curricula, including much of Asia, Africa, the Islamic world, and Latin America.  Students in this Pathway examine contemporary issues such as food production and food scarcity, economic inequality, the struggle for women's rights, ethnic and religious conflict, and nationalism.  They also learn how people in developing countries have mobilized to confront the legacies of colonialism-including uneven development and environmental destruction-and establish and protect political and human rights.  In short, this Pathway gives students the knowledge and the tools to engage the broader global community successfully and responsibly.

General Education

This course fulfills the requirements for Area E (Lifelong Learning) for both the International Studies and Global Development Pathways. INST 110I is designed to equip learners for lifelong understanding and development of themselves as integrated physiological, social and psychological beings.

Learning Objectives: Students in INST 101-I, will demonstrate:

a. The ability to question, investigate and draw well-reasoned conclusions and to formulate ideas through effective written communication appropriate to the intended audience (Written Communication).

b. Knowledge and skills necessary to engage global cultures and peoples (Global Engagement).

c. An understanding of and facility with different intellectual viewpoints as well as the unique perspectives of others based on varied experiences, identities and social attributes (Diversity).

d. Effective listening and speaking skills necessary to organize information and deliver it effectively to the intended audience (Oral Communication).

e. Knowledge and skills necessary to take responsibility for one's own life and actions, and to recognize opportunities and responsibilities to become engaged in our various local, regional, national, and international communities (Personal and Social Responsibility).

Course Structure and Organization

INST 110I combines lectures, discussion sections, guest-speaker presentations, and opportunities for student active participation. Lectures and discussions will strengthen our efforts to make sense of the assigned readings. The guest speakers will both help establish a connection with the diverse global cultures highlighted in this class, and assist us in anchoring our learning to the various academic disciplines. As a writing intensive class, we will dedicate critical, qualitative amount of time helping ourselves become competent writers. Thus, there should come with no surprise should you be asked to re-write an assignment. For becoming a skillful writer is the hallmark of an educated person. One who not only focuses on learning to write; but, during this process, enhances his/her passion to learn. In INST 110I, we will try to accomplish both (For specific activities planned for the semester, please refer to the Course Activities Calendar, at the end of the syllabus).

Course Requirements

Required Materials (“a” through “c”)

a. Textbook

Intercultural Communication: Globalization and Social Justice (Second edition)

[Author: Kathryn Sorrells. SAGE, 2016; ISBN: 9781452292755; available at CSU, Chico’s Book Store].

b. Book on ‘Overseas travels’ [TBA]

Each student will select, from the tentative list (below), a title that you would like to read, and write a short essay about. I have called these writings, “books on overseas travels” (BOT), as they portray perceptions about life, culture, and traditions in various regions of the world (i.e. Africa, Asia, Latin America, and Europe). These are insights, narratives of events seen through a foreigner's eye; most notably, perceptions captured through the cultural lens of an American traveler. The vast majority of these books are non-fictional tales of travels which provide a nice, comprehensive "snap shop" into the past, and contemporary life of different global geographies. This activity aims at enriching our understanding of the cultural contrasts between, say, “we” and “them”, which we will discuss in length during the course of the semester. Here is the list of some of these accounts:

· Country Driving: A Journey through China from Farm to Factory. Peter Hessler

· Behind the Beautiful Forevers. Katherine Boo

· First Stop in the New World. David Lida

· Circle K Cycles. Karen Tei Yamashita

· Running the Amazon. Joe Kane

· Make Your Home Among Strangers. Jennine Capó Crucet

· The Art of Travel. Alain de Botton

· The Innocents Abroad. Mark Twain

· Travels. Michael Crichton

· The Sheltering Sky. Paul Bowles

· The Language of the Land. James Stephenson

· The Sound of Language. Amulya Malladi

· Bagdad Without a Map and Other Misadventures in Arabia. Tony Horwitz

· The Lady and the Monk: Four Seasons in Kyoto. Pico Iyer.

· Falling off the Map: Some Lonely Places of the World. Pico Iyer.

· The Distance Between Us. Reyna Grande [CSU, Chico’s 2014-2015 Book in Common]

· Dream of a Thousand Lives. Karen Connelly.

· Wanderlust. Elisabeth Eaves.

· Good Girl’s Guide to Getting Lost. Rachel Friedman.

· Naples 44: A World War II Diary of Occupied Italy.

As to your book on overseas travels project (BOT), you may choose to read something else not listed above. However, should you decide to select a different publication for this assignment, please make sure you discuss this with me beforehand. We have to ascertain that your choice of book relates to the theme of the class (cross-cultural experience through overseas living, learning, and traveling). If you don’t own such a book and need to buy one, you might want to order it either through the AS Bookstore or from an online vendor.

c. Supplemental Reading (i.e., selected PDFs). Supporting materials will be posted on Blackboard Learn. I will announce these in class.

Recommended readings:

The Global Classroom: An Essential Guide to Study Abroad.

[Jeffrey S. Lantis and Jessica DuPlaga. Paradigm Publishers, 2010; ISBM: 9781594516771].

Writing Intensive Program (WI)

Writing intensive classes aim at helping students develop their academic writing skills. INST 110I will aid you in accomplishing this task by going through qualitative practices, which will emphasize the mechanics of the English language, style, purpose and creativity. Because good writing requires informed reading, this class will focus on how to best integrate reading into your writing as we move along the semester. Thus, consistent and regular practices through in and outside classroom exercises will assist you to find the appropriate style for best communicating your thoughts and perspectives using academic standards; be it a response essay to a presentation by a guest lecturer, a short essay on a book, or a research paper. Therefore, expect a consistent level of in-class, and outside-the-classroom writing assignments which will help you attain your goals for INST 110I. Selected best practices on this task, and by way of examples, will be posted on Blackboard Learn (when expressly authorized by the author). These ‘models’ shall provide structure and ideas for other students. The following are the core writing assignments that we will be working on this semester:

i: Short Reflection Essays

REMINDER! [This has been updated: Update the morning version]

- Reading Response (s) — [750 words; roughly, two double-spaced pages]. This reflective exercise allows the class to examine more carefully a particular reading used in INST 110I; and enables students to apply academic writing skills as they contrast and compare different viewpoints. For instance, students may be asked to write a commentary on a chapter of Kathryn Sorrell’s Intercultural Communication: Globalization and Social Justice [our textbook]; or, say, discuss a PDF FILE selected from Jeffrey S. Lantis and Jessica DuPlaga’s The Global Classroom : An Essential Guide to Study Abroad .

- Guest Speakers [750 words]. Students will write short essays on select in-class presentations. These analytical write-ups will address, but should not be limited to, the following: Summary of the presentation---Discussion of topic’s relevance and its application(s) --- Presentation take-away--- How this subject/presentation relates to the issues you care for and are passionate about--- How it is relatable to the themes discussed in INST 110I and the “study abroad experience” --- Implicit/explicit links to assigned readings [Refer to GUEST SPEAKERS Guidelines on Bb Learn; under COURSE GUIDELINES]

ii: Film Critique (Movie, DVDs, etc.). [750 words]. These are discussion-essays based on movies, documentaries that we will review throughout the Semester. This Semester, we will view the films “Outsourced” and “Lost in Translation” (Refer to the Course Activities Calendar at the end of this syllabus). The rubric for this activity will be provided through Blackboard Learn, and prior to the viewing of the first movie.

REMINDER: Redefine the number of pages PLUS submission DATE

iii: Comparative ‘Culture Identity’. This essay (5-7 pages) compares and contrasts two different cultures: your own and another culture you would be interested in learning more about. For example, if you an American who have always had an interest in understanding the Russian culture, your project would focus on the cultural similarities and differences between Russians and Americans. This is an ongoing project for this term, which draws on interview(s) that you will be conducting with a representative of a culture distinct from your own. This comparative culture identity essay is the final outcome of your ‘fieldwork experience’. The nuts and bolts on how to successfully accomplish this exciting project will be thoroughly discussed in class, and written guidelines posted on Blackboard Learn.

iv: Book Review [5 pages]. Students will select (from the list above (p. 3) a ‘book on overseas travels’, and write a short paper about it. A book review guideline will be provided during the second week of Fall Semester. As mentioned earlier, should the student decide to choose a different reading from the list provided above, s/he must clear such option with the professor. TIP: If you wish to pick a book outside the scope of readings that I have suggested, consider exploring a world’s geographical region, or perhaps tales of countries you might be interested in, as long as your choice of book falls within the array of topics covered in INST 110I.

iv: Critical Reading Analysis (CRA). Generally, quality writing stems from good, reflective reading, right? In INST 110I, I suspect, it should not be otherwise. For example, in our CRA endeavor this semester, we will start by focusing on basic writing concepts (i.e., thesis, arguments, and supporting evidence) which would help us identify an author’s main idea(s) and point(s) of view. This initial exercise will transition us into an in-depth discussion of writing styles, and effective methods for communicating an author’s ideas. I have selected 5 (five) Critical Reading opportunities for us to use this Fall as we de-construct and organize some of our readings in INST 110I. A CRA template will be provided which will help you sort through a particular text.

Grading System

Attendance: 100 Points. Your presence in this class is expected. You will be permitted to miss three classes without penalty. However, the fourth absence and every class missed after that, for whatever reason, will result in lowering your final course letter grade by one step (e.g. a grade C+ would become a C). Also, if you are excessively late or leave early, you will be counted as absent for part of the class. This applies whether you are very late one time or a few minutes late frequently [Be aware that I will keep track of attendance].

TIP on absence : Do not use up your absence allowance early in the semester if you do not need to. That way, if an emergency comes up (i.e. unexpected sickness) toward the end of the term, you will still be able to be absent without penalizing your hard earned grade. This golden rule applies indistinctly to all of us in INST 110I. In sum, I suggest that you think seriously before deciding to miss a class.

Homework and Participation: 100 Points. Students will keep record (journal) of each weekly reading, address specific discussion questions required by the instructor, and will lead presentations on selected course topics (TBA). The short presentations aim at: (a) generating in-class discussion; (b) helping us build meaningful contrasts and comparisons about the various themes covered in INST 110I; and (c) establishing firm connections with our readings.

Quizzes: 100 Points. A typical reading quiz will have three or four questions that you should not miss if you have carefully done the weakly readings. These might be identification questions, True/False/Explain, multiple-choice questions, or short answers. You may use notes.

Critical Reading Analysis (CRA): 100 points. Each student will complete five (5) Critical Reading Analyses. The selected readings for this activity will be highlighted in your Course Activities Schedule. Each CRA is worth 20 points.

Short Reflection Essays (SRE): 100 Points. [Task: Analysis of an assigned reading; or, written response to a guest-speaker’s presentation]. Students will write short reaction papers (750 words maximum) on selected guest-speaker(s) or course reading(s). These consist of short essays which examine a particular theme covered in INST 110I; I will provide specific guidelines on how to organize your response(s). [TIP: All good papers express a point of view, have an organizational structure and present a conclusion].

Film Critique: 100 points. These short essays address content derived from films, DVDs, online videos, or any other multimedia activity linked to the aims INST 110I. The Guidelines for this assignment will be posted on Blackboard Learn.

Comparative ‘Culture Identity’ Essay. 200 points. Students will write a 5-7-page essay ( Due on Thursday, October 19th, 2017, by midnight ) whereby they will discuss their findings on ‘similarities and differences’ between their own culture (i.e., American) and a culture different from their own.

This Culture Identity Project (CIP) is one of the center-pieces of our scholastic work in INST 110I as we will make attempts into applying the concepts we learn in this course through face-to-face interaction with a culture other than our own. [Detailed Guidelines for this activity will be posted in Blackboard Learn]. I will be more than happy to help you identify an international group for your Project, in case you are new to Chico and/or are not sure which group to choose a representative (informant) from. You must come to my office hours to discuss your CIP Project no later than Tuesday, September 19th, 2017, one month prior to its due date. (Expect further in-class instructions on this). Be prepared to let me know how you plan on conducting your interviews, systematize your data and report your findings. In the case of no show, five (5.0) points will be taken off your final paper. For the final draft of your paper, you should research and reference no fewer than three academic, peer-reviewed articles, books or book chapters which address the topic/culture you will have chosen. FYI: This is intent at enriching the materials we will have covered in INST 110 this semester. However, you are strongly encouraged to creatively apply the readings listed in your Course Syllabus as well. Just make sure you reference them appropriately throughout your paper.

Book Review Check-Point: 25 Points. This two-page paper is due on Tuesday, November 14th, 2017. The purpose for this assignment is to help the student to organize his/her Book Review, and obtain feedback from the instructor, before starting to write the final version of their BOT write up.

Book Review Write-Up: 125 points. This will be your final writing experience in INST 110I this semester. Students will write a 5-page essay on a book of their choice. Please choose one title out of the list on page 3 (above), or consult with me about additional publications you might have in mind. As stated earlier, your choice of novel has to coalesce with the theme of INST 110I (Cross-cultural, Intercultural relations, and the overseas experience). Stir up your ideas, and I will help you identify potential (or real) connections treasured in current or past literature. I plan on sharing with the class a model book review essay which will provide extra guidelines for your write-up as well. This assignment is due on Tuesday, December 14th, 2017 by midnight.

Presentations: 50 points. This semester, INST 110I will carry out two types of student presentations:

(a) Discussions of findings from the Comparative Culture Identity Project (CIP Project), and (b) Systematic, group-based Power Point presentations of select course readings to be determined by the instructor (refer to COURSE SCHEDULE OF ACTIVITIES). Each presentation is worth 25 points.

Extra Credit (Optional): 50 points maximum.

In consultation with me, you may choose to attend a campus event, and earn extra credit for it. These events include, but are not limited to, films, shows, lectures or art exhibits… anything anchored in, or relatable to the thematic discussions of INST 110I. Your write-up (1-2 pages) should include a good, vivid description of the event, and what it taught you about Cross-Cultural, Intercultural Communication. Due no later than Thursday, November 30th, by midnight.

TIP: I recommend that you stop by my office (Office Hours: Tuesday: 5:00-5:30; Thursday: 3:30-5:30 P.M. – ARTS 333), early in the semester, to discuss your goals and plan of attack for your academic tasks in INST 110I.

Schematic for Grading Papers [Rubric]

An “A” Paper	A “B” Paper	A “C” Paper	A below “C” Paper
. Title summarizes your subject . is well organized . is clearly written . tells a compelling story . contains a central argument grounded on the assigned readings, lectures, and in class presentations and discussions . supports argument with examples, and evidence from various reliable sources (i.e. books, journal articles, archival documents, newspapers) . adequately uses academic standards for expository writing	. Title summarizes your subject . is organized . lacks some clarity in the development of ideas . central arguments is not totally supported by the readings, lectures presentations, and in-class discussions - incomplete sources, lacks variety - well-written, but does not follow the academic standards for good expository writing.	. No sharp fit between title and content . lacks organization . lacks clarity . Undeveloped central argument . Inadequate number of sources, and weak connection with class readings, presentations, and lectures . Inadequately written (does not follow the standards for expository writing) . Insufficient examples, and narrow sources . little or no analysis (reads like a summary of content from class)	. Misfit between title and content . Unorganized . Unclear . No central argument . Inadequate number of sources, and very little connection with content covered in class) . Poorly written according to good standards for expository writing. . Insufficient sources and weak examples . reads like a summary, therefore lacking examples . contains obvious errors

A 1000-930 B- 829-800 D+ 699-670

A- 929-900 C+ 799-770 D 669-600

B+ 899-870 C 769-730 F 599-0

B 869-830 C- 729-700

Specific definitions about grading, and grade assignment can be found at CSU, Chico’s Internet site, below:

http://www.csuchico.edu/catalog/cat03/req/polic_reg.html

Classroom Policies

A word on Assignments

Late assignments and presentation cancellations are not acceptable except for true emergencies or illness. Court dates, roommate problems, car problems, family reunions, weddings, confusion about due dates, and so on, are not emergencies. Unless otherwise discussed with me, your assignments are due in class or posted through Blackboard Learn. Parallel to our weekly activities, you are responsible for purchasing [or borrowing] one of the books listed under Book on Overseas Travels (page 3), read it and submit your 5-page essay by Thursday, December 14th, by midnight. (Guidelines for your “overseas travels” book project will be provided during the first two weeks of class). I advise that you turn in this assignment earlier, as you might need to work on multiple drafts of your essay. Rewriting plus fine tuning your work will include, among other things, identifying sources, researching, organizing, and revising content.

TIP: Do not leave this activity for the last minute. The semester flies by rather swiftly!

Code of Academic Integrity

Students are responsible for reading and understanding the Code of Academic Integrity (please refer to

http://www.csuchico.edu/humanities/programs/academic-integrity.shtml). Examples of academic dishonesty include, but are not limited to, plagiarism, cheating, and aiding and abetting dishonesty. An example of plagiarism would be to submit a written sample which in part or in whole is not entirely the student's own work without attributing the source. Cheating includes allowing another person to do your work, such as a composition or workbook assignment, and to submit the work under one's own name. Use of an internet translator for any part of an assignment is also considered cheating. Any work which is submitted for a grade MUST be the student's own work. If you are not sure when it is appropriate to seek help, please come see me. The instructor and the Program Chair will initiate an academic integrity case against students suspected of cheating, plagiarizing, or aiding others in dishonest academic behavior.

Americans with Disabilities Act

If you need course adaptations or accommodations because of a disability or chronic illness, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Please also contact Accessibility Resource Center (ARC) as they are the designated department responsible for approving and coordinating reasonable accommodations and services for students with disabilities. ARC will help you understand your rights and responsibilities under the Americans with Disabilities Act and provide you further assistance with requesting and arranging accommodations.

Accessibility Resource Center 530-898-5959 Student Services Center 170 [email protected]

Confidentiality and Mandatory Reporting (Title IX)

As an instructor, one of my responsibilities is to help create a safe learning environment on our campus. This encompasses the many opportunities which will be afforded for you to share information regarding life experiences in classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep this knowledge private. However, I am required to share with the university information which would help protect you and others against acts of sexual misconduct. Students may speak to someone confidentially by contacting the Counseling and Wellness Center (898-6345) or Safe Place (898-3030).  Information on campus reporting obligations and other Title IX related resources are available here:  www.csuchico.edu/title-ix

Additional Information

INST 110I should provide positive and open discussions about the overseas experience: Traveling, studying, learning, and reflecting about other cultures, and your own. In this journey through various cultures, I invite you to be mindful of each other’s opinions and beliefs while maintaining an atmosphere of collegiality that focuses on academic evidence and integrity.

My pledge to you is to

· Be prepared and on time to class and office hours.

· Be clear about expectations.

· Listen to your questions, concerns and opinions.

· Provide helpful and timely feedback on your work.

· Be available to help you succeed in this class.

Your pledge to me and to others in this class is to

· Come to class prepared. Know what is in the syllabus.

· Use resources available to you, such as office hours, reading guides, Blackboard Learn announcements, etc.

· Participate in a meaningful and respectful way in class.

· Value the knowledge and experience of others.

Course Calendar, FALL 2017

[Section #2, 3769: Afternoon]

WEEK/ DATE	TOPIC (S)	READING (S)	ASSIGNMENT(S)/ OTHER
Tu Aug 22	-Introductions -Overview of Course -Assignments -Study Abroad	Handout/TBA	Complete Learning Style Survey [Blackboard Learn]; Due on third day of class: Aug 29th
Th Aug 24	Learning in Multicultural Contexts; Culture: Singular or Plural?	PDF: Right Listening: Be Slow to Criticize, Argue or Disagree PDF (Bb Learn)	In-class discussion Turn in Student Information Sheet
Tu Aug 29	Intercultural Competence and Writing with a Purpose	GUIDELINES (Bb Learn, under COURSE GUIDELINES): TBA	Learning Style Survey, Due today Sign-up Sheet: [a] Cultural Identity Project; [b] Book Essay
Th Aug 31	Peoples, Places, and Patterns	Stanley W. Toops: pp. 35-56 (PDF)	Online Quiz #1 on Toops’ Peoples, Places, and Patterns
Tu Sep 5	The Study Abroad Journey Global Development & Global Cultures	PDF: The Global Classroom; chapters 1 & 2. Short Reflection Essay Course GUIDELINES: TBA	Guest Speaker: Cecilia Lapoli (Study Abroad) & a panel of students; Short Reflection Essay (SRE) due on 9/12
Th Sep 7	Nonverbal Communication: Introduction	Fred Jandt: Ch 5, pp. 106-131 PDF (Bb Learn)	Group discussion
Tu Sep 12	Culture and Higher Education	PDF: Culture in Higher Education (Bb Learn)	Guest Lecturer: Dr. Sarah Anderson [ILLC] SRE on Lapoli & Panel of students DUE TODAY Group discussion
Th Sep 14	Contact Between Cultures I	Outsourced -Film Critique GUIDELINES (Bb Learn)	Film Critique #1: Outsourced Film Critique: Due 9/19

WEEK/ DATE	TOPIC (S)	READING (S)	ASSIGNMENT(S)/ OTHER
Tu Sep 19	International Studies and Intercultural Communication	Sorrells: Ch 1, pp. 1-25 PDF: Right Listening (cont’d): Cultivate “Beginner’s Ear”	Group-Led Discussion I -Critical Reading Analysis 1 (CRA #1) on Sorrells, Chapter 1. DUE TODAY Film Critique (Outsourced) due today (on Bb Learn), by midnight
Th Sep 21	Globalization, Tourism and the Environment	Documentary: Before the Flood	Discussion
Tu Sep 26	Understanding the Context of Globalization	Sorrells: Ch 2, pp. 26-51	Group-Led Discussion II
Th Sep 28	Dimensions of Time	PDF: Edward Hall’s: How Many Kinds of Time	Online Quiz #2 on Hall’s How Many Kinds of Time. Due today, by midnight
Tu Oct 3	Globalizing Body Politics: Embodied Verbal and Nonverbal Communication	Sorrells: Ch 3, pp. 52-75	Group-Led Discussion III Critical Reading Analysis 2 (CRA #2) on Sorrells, Chapter 3. DUE TODAY
Th Oct 5	(Dis) Placing Culture and Cultural Spaces: Locations of Nonverbal and Verbal Communication	Sorrells: Ch 4, pp. 76-99 PDF: Right Listening: Double Check for Meaning, & Listen for meaning, not Delivery	Group-Led Discussion IV
Tu Oct 10	Privileging Relationships: Intercultural Communication in Interpersonal Contexts	Sorrells: Ch 5, pp. 100-125 PDF: Right Listening 2: Learn to Say “No”.	Group-Led Discussion V Critical Reading Analysis 3 (CRA #3) on Sorrells, Chapter 5. DUE TODAY
Th Oct 12	Rhetorical Analysis	Laura B. Carroll (PDF): “Backpacks vs. Briefcases”	Online Quiz #3 on Backpacks vs. Briefcases. Due today, by midnight
Tu Oct 17	Crossing Borders: Migration and Intercultural Adaptation	Sorrells: Ch 6, pp. 126-150	Group-Led Discussion VI

WEEK/ DATE	TOPIC (S)	READING (S)	ASSIGNMENT(S)/ OTHER
Th Oct 19	The Global Classroom & Culture Identity	The Global Classroom: Chapters 3 & 4	Culture Identity Project Due Today on Bb Learn, by midnight
Tu Oct 24	Fieldwork: Redefining Culture Identity I	Culture Identity Project	CIP Projects Discussion & Student Presentations
Th Oct 26	Fieldwork: Redefining Culture Identity II	Culture Identity Project	CIP Projects Discussion & Student Presentations
Tu Oct 31	Jamming Media and Popular Culture: Analyzing Messages about Diverse Cultures	Sorrells: Ch 7, pp. 151-176 PDF: Right Listening: Listen for Differences	Group-Led Discussion VII Critical Reading Analysis 4 (CRA #4) on Sorrells, Chapter 7. DUE TODAY
Th Nov 2	Contact Between Cultures II	Film: Lost in Translation [Bb Learn] · Film Critique GUIDELINES	Film Critique (Lost in Translation) DUE DATE: 11/7
Tu Nov 7	The Culture of Capitalism and the Business of Intercultural Communication	Sorrells: Ch 8, pp. 177- 200	Group-Led Discussion VIII Film Critique (Lost in Translation) DUE TODAY
Th Nov 9	Negotiating Intercultural Conflict: Strategies for Intercultural Relations	Sorrells: Ch 9, pp. 201-228	Group-Led Discussion IX Critical Reading Analysis 5 (CRA #5) on Sorrells, Chapter 9. DUE TODAY
Tu Nov 14	Dimensions of Space	PDF: Edward T. Hall’s: The Hidden Dimension, pp. 85-122	DUE TODAY: a. BOT Checkpoint (1-2 pages, due in class); b. Online Quiz #4 on Hall’s The Hidden Dimension, pp. 85-122: Due today, by midnight;
WEEK/ DATE	TOPIC (S)	READING (S)	ASSIGNMENT(S)/ OTHER
Th Nov 16	Cities and Culture	PDF: Edward T. Hall’s: The Hidden Dimension, pp. 154-169	Online Quiz #5 on Hall’s The Hidden Dimension, pp. 154-169. Due today, by midnight
Tu Nov 21	Thanksgiving Break
Th Nov 23	Thanksgiving Break
Tu Nov 28	Cultural Barriers	PDF: Barriers to Intercultural Communication, by Fred Jandt	Group-Led Discussion X
Th Nov 30	Engaging Intercultural Communication for Social Justice: Challenges and Possibilities for Global Citizenship	Sorrells: Ch 10, pp. 229-252	Whole-class discussion
Tu Dec 5	Book on Overseas Travels	BOT Project	BOT Project Outline/ Discussions [Feedback]
Th Dec 7	Book on Overseas Travels	BOT Project	TBA/Closure
Th Dec 14	Final Essay (Book on Overseas Travels Project) due TODAY, by midnight.

P.S.: Calendar of Activities subject to adjustments/changes.

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