EDUC 189 – MSLD 297 – HON 167 (J-TERM 2019)3 credit hours

GLOBAL CITIZENSHIP: THE CULTURE OF THE IBERIAN PENINSULA

Instructor: Dr. Cris Wildermuth Email: cris.wildermuth@drake.eduOffice Location: 212F Education Building Skype: CrisWildermuthOffice Phone: 515.271.4701

TRAVEL SEMINAR DATES

DEPARTURE FROM DES MOINES: Monday, January 7, 2019

ARRIVAL BACK IN DES MOINES: Monday, January 21, 2019

Additional meetings required before and after arrival.

COURSE OVERVIEW

The main goals of this interdisciplinary course are to (a) expose students to the complexity of culture, with a special focus on the challenges and opportunities inherent to intercultural contact and (b) help students connect the culture of the Iberian Peninsula to its history and current political, economic, and business climate.

The course involves three phases: Pre-departure preparation, travel seminar, and post-arrival integration.

During the pre-departure preparation, we will discuss the challenges inherent to intercultural relations. Topics in this portion of the program include the meaning of culture, cultural dimensions, the impact of personality on intercultural relations, and the Bennett model of intercultural development. During that time, we will also gain an introduction to the history and culture of the two countries we are about to visit.

Next, we will travel to Morocco, Spain and Portugal. During our trip, we will (a) connect the lessons learned on culture with the students’ experiences, (b) engage in in-depth discussions on the culture and history of the Iberian Peninsula, (c) discuss the Moorish influences in the Iberian Peninsula, and (d) discuss how key historical events in the Iberian Peninsula helped shape its current expressions of culture, as well as its political, economic, technological, and business climate. Students will participate in in-depth discussions with knowledgeable guides as they visit key cultural and historical sites (i.e., museums, monuments, etc.), engage in discussions with and listen to presentations by local professors and experts, discuss cultural differences between the focus countries and the U.S., and visit local businesses and cultural centers.

Finally, once we are back in the United States, students will be expected to integrate their lessons learned and discoveries in a final presentation. Honors and Graduate students have additional requirements including a

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historical lessons learned paper, language learning and a “Discoveries” webpage (Honors students) and a leadership development curriculum (Graduate students).

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COURSE OBJECTIVES Discuss how key aspects of our identities (i.e., gender, ethnicity, national origin, family background and

upbringing, religion, etc.) impact our worldview, values, belief systems, and communication styles. Define and discuss key intercultural relations concepts such as cultural relativism; symbols, heroes, rituals, and

values. Discuss key cultural dimensions (i.e., power distance, individualism vs. collectivism, masculinity vs. femininity,

uncertainty avoidance, long vs. short term orientation, and indulgence vs. restraint) as per Geert Hoftstede’s model.

Discuss Milton Bennett’s model of intercultural development and assess one’s own stage of intercultural development according to the model.

Discuss key challenges of intercultural encounters and connect those challenges with historical intercultural conflicts.

Contrast culture, personality, and human nature; connect personality and comfort with intercultural interactions.

Assess our own intercultural knowledge and skills and design a plan for further development. Explain how multiple cultures influenced Spain and Portugal (with a particular emphasis on the Moorish

occupation and the connections between Northern Africa and the Iberian Peninsula); connect these influences to cultural differences observed not only between Portugal and Spain but also to regional cultural differences in each country.

Discuss the mutual influence between Iberian and Moroccan cultures and history. Explain how Spanish and Portuguese exploration and colonization affected the history and culture of their

colonies in America, Africa, and Asia. Connect the history and culture of Morocco, Spain and Portugal with their current cultural, political, scientific,

economic, and business environments. Contrast the business environment and leadership practices of Spain and Portugal with those of other EU

countries and the United States.

LEARNING ACTIVITIES

Introductory group simulations and group exercises Guided visits to historic and culturally important locations (including extensive presentations by local guides

and experts) Discussions with and lectures presented by local professors and guides Group discussions and cooperative learning Reflective papers and projects integrating the course content

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SUMMARY OF ASSIGNMENTS & DUE DATES

FOR EDUC 189 STUDENTS

Assignment PointsComplete What is your Cultural Profile 5Complete Big Five Assessment 5Complete Intercultural Development Inventory 10Journals (10 points each) 100The Expatriate Paper 80Group Pechakucha Presentation 100Final Reflective Paper 100

400P R O J E C T S

FOR HONR 167 STUDENTS

Assignment PointsComplete What is your Cultural Profile 5Complete Big Five Assessment 5Complete Intercultural Development Inventory 10Language Learning Paper 100The Expatriate Paper 80Discoveries Webpage 100Group Pechakucha Presentation 100Final Reflective Paper 100

500

FOR MSLD 297 (GRADUATE) STUDENTS

Assignment PointsComplete What is your Cultural Profile 5Complete Big Five Assessment 5Complete Intercultural Development Inventory 10Language Learning Paper 100The Expatriate Paper 80Group Pechakucha Presentation 100Discoveries Webpage 100Final Reflective Paper 100Leadership Cultural Development Plan 100

600

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PRE-DEPARTURE AND RE-ENTRY MEETINGS

Please make sure that you are available for these meetings – they are very important and are a condition for your participation in the trip. Most meetings will take place on select Wednesday evenings in the fall of 2017.

If you wish to participate in the trip and cannot attend meetings on Wednesday evenigs, please let me now right away.

Pre-departure Meetings (all students)

MEETING 1: Team building, personality discussions, discussions on culture, and readings assigned (3 hours) MEETING 2: Discussion on Bennett’s intercultural development model and IDI group results. Discussions on

the impact of personal background and personality on culture (2 hours) MEETING 3: Preliminary introduction to the history of the Iberian Peninsula (2 ½ to 3 hours, includes a

presentation by a professor from Spain via zoom and discussions on lessons learned to prepare for the History paper)

MEETING 4: 1-hour virtual group meeting with professor for final trip arrangements and Q&As (1 hour)

Pre-departure Meetings (honors and graduate students)

MEETING 1: Language learning discussion 1 (2 hours – honors & graduate only) MEETING 2: Language learning discussion 2 (2 hours – honors & graduate only)

Re-entry Meeting (all students)

RE-ENTRY MEETING: A 3-hour meeting with the professor and your classmates to review the PechaKucha presentations and debrief the experience. This meeting may take place after the new semester begins but before final grades are due.

BESIDES THE CLASS MANDATORY MEETINGS students are also expected to participate in a group meeting with the International Office for critical briefings on safety and other Drake policies

Optional (but highly recommended)

All students must complete the IDI before Meeting 2, as this will allow us to issue a group report. However, if you wish to receive your individual results in the Intercultural Development Inventory (IDI), you may schedule an individual meeting with me. You will earn 10 extra credit points if you participate in this meeting. Caveat: Please schedule the meeting before the Thanksgiving break.

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What should you do if you cannot attend a meeting?

If you cannot attend a meeting or need to leave early or arrive late, you will be asked to complete an additional assignment to compensate for your absence. The purpose of the assignment is to help you meet the meeting objectives. The points related to each assignment will be added to the total points for the class and will count as part of your final grade. The number of points for each assignment are as follows:

If you miss Meeting 1: 40 points If you miss Meeting 2: 30 points If you miss Meeting 3: 10 points If you miss the Re-entry Meeting: 40 points Honors / graduate meetings: 30 points each for meetings 1 and 2 Please consult Appendix D for additional information on the substitute assignments

ASSIGNED TEXTS – ALL STUDENTS

Tip: Blackboard will be available early in the summer semester. Please read ahead!

Before Meeting 1:

Miner, H. (1956). Body ritual among the Nacirema. Retrieved from https://www.msu.edu/~jdowell/miner.html?pagewanted=al (available on Blackboard).

The Big Five Inventory, available at http://www.outofservice.com/bigfive/

Before Meeting 2:

Hofstede, G. (2013). The Hofstede center. Retrieved at http://geert-hofstede.com/ Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3 rd ed.).

New York, NY: McGraw-Hill Education. (Part I only, this book is available electronically at the library) Complete What’s your Cultural Profile, available at https://hbr.org/web/assessment/2014/08/whats-your-

cultural-profile Complete The Intercultural Development Inventory (IDI), published IDI LLC (you will receive a link by email).

Before Meeting 3:

HONORS AND GRADUATE STUDENTS

Books

Hatton, B. (2011). The Portuguese: A modern history. Oxford, UK: Signal Books. McKendrick, M. (2016). Spain: A History (1st ed). New York: New Word City, Inc.

Lectures

Select at least 10 lectures from the course “The History of Spain: Land on a Crossroad” published by The Great Courses (you may find it here: https://www.thegreatcourses.com/courses/the-history-of-spain-land-on-a-

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crossroad.html). At least two of those lectures must pertain to the Muslim occupation of the Iberian Peninsula. Each lecture lasts approximately 30 minutes.

GENERAL BOOKS ON PORTUGUESE / SPANISH CULTURE

While not academic or mandatory, these books may be useful as you prepare for the trip.

Graff, M. L. (2005). Culture shock! Spain. Portland, OR: Graphic Arts Center Publishing Company.

Poelzl, V. (2007). Culture shock! Portugal. Tarrytown, NY: Marshall Cavendish Corporation.

York, J. (2017). Culture smart! Morocco. London: Kuperard.

WEBPAGES

Purdue University. (n.d.). Online writing lab. https://owl.english.purdue.edu/owl/resource/560/01/

SUPPORTING TEXTS

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington: American Psychological Association.

GRADING SCALE

DESCRIPTION OF ASSIGNMENTS

JOURNALS

A journal will be set up on Blackboard for each student. You will see, on Blackboard, relevant prompts related to each journal and specific completion instructions.

Before Meeting 1:

Journal 1: “Body Rituals Among the Nacirema” by Horace Miner.

Before Meeting 2:

Journal 2: A discussion of Hofstede, connections with your experiences in the first meeting.

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Percent of Total Points Grade92% + A

80 – 91.9% B70 – 79.9% C60 – 69.9% D

Less than 59.9% F

Journal 3: A discussion on Milton Bennett’s Model (“Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity”) and a prediction of your own intercultural development stage.

Journal 4: Before the trip: What do I want to learn?

During the trip:

Journal 5: Experiences in Morocco, Part I Journal 6: Experiences in Morocco, Part II Journal 6: Experiences in Spain, Part I Journal 7: Experiences in Spain, Part II Journal 8: Experiences in Portugal, Part I Journal 9: Experiences in Portugal, Part II Journal 10: Main lessons learned during the trip (due the day after arrival – tip: write on the plane!).

General Notes on the Journals:

I envisioned the journals as relatively informal. Please consider the following guidelines:

I am entering on Blackboard prompts for each journal. Please address all the prompts included carefully. When you refer to our experiences during the trip or in the meetings, use yourself as a laboratory. If anything

made you feel uncomfortable, write about it. What can you learn from your discomfort? It is fine to write informally – but please make sure that your writing is clear, easy to read, and reasonably

correct. I’m not going to worry about a comma out of place, but would expect to see college level structure and grammar.

Please watch for plagiarism. I am not requesting “strict APA” (I won’t worry if you entered the exact APA format or not for the blogs) but need to be able to clearly differentiate your words from the authors’. Rule of thumb: If you use more than 3 words exactly from the text, use quotation marks and page numbers.

THE EXPATRIATE

When is it due? January 1st

Imagine that you are about to be sent to Spain or Portugal (choose one of these countries) to represent Company X. How ready do you feel to tackle this challenge? Include in this paper:

Your own level of intercultural competency, considering either your results in the IDI or your estimated competency considering Gundling et al.’s (2011) intercultural competency model.

The cultural differences between the United States and the country you selected, considering Geert Hofstede’s cultural dimensions.

What you learned about the country you selected through informal or formal readings and discussions (including discussions and readings on the History of the country selected).

Your plans for further development as you prepare for the assignment. Include in your plan what you plan to discover in your chosen country (for example, you may list questions

you wish to ask local people or other information you plan to gather).

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PECHAKUCHA STYLE PRESENTATION ON TRIP EXPERIENCES

When is it due? The week after we arrive, exact date TBA.

Work in groups of 3 or 4 students. As a group, pick one topic related to the “lessons learned” during this trip. During the trip, take pictures, ask questions, and investigate your topic. Prepare a Pechakucha Style presentation (see below) to share your findings. During our last meeting (back in the U.S.) we will watch all Peckakucha presentations, following each one by a

Q&A session.

About Pechakucha Presentations

Pechakucha (PK) presentations follow a simple format: 20 slides, each shown for 20 seconds exactly (you'll set your power point show so that the slide automatically moves every 20 seconds). In general, PK slides only include pictures, not words. You say the words - the slides tell the story visually.

Read about Pechakuchas at http://www.pechakucha.org/faq . See examples of Pechakuchas at http://www.pechakucha.org/watch. Learn about presenting a Pechakucha in Des Moines by clicking on http://www.pechakucha.org/cities/des-

moines

Tips for Success:

I recognize the time constraints, and will accept "slightly modified versions" of Pechakuchas. A "slightly modified version" may include the following changes to the original format:

You don't need to spend exactly 20 seconds in a slide - the idea is to spend limited time on each slide, with a maximum of 20 seconds.

In a "real Pechakucha" presentation, the slide automatically moves. Ideally, keep that feature - it's very hard to stick to a 6-minute presentation if you move the slides yourself. However, it is possible to ask one of the partners to strictly control time at the back of the room while the other moves slides at will.

You may pre-record your Pechakucha presentation – that may make things easier, as you can create a “script” and read from it.

Whatever you do, your presentation should last absolutely no more than 10 minutes (ideally, try to stick to 6). One thing you should not modify: Your slides should still include images rather than words. If you include

words, you'll be tempted to create a traditional presentation. Let your pictures tell your story. Finally, try not to sound as if you are reading. Tip: When you write your script, think of how a normal person

would present or speak.

Very important:

Be careful with plagiarism!

I expect you to use your own pictures as much as possible, limiting outside images to a minimum. For example, it would make sense to use a picture taken by another photographer when you want to contrast something you saw in Spain or Portugal with something in the United States.

If you use a picture taken by another photographer, cite it carefully.

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I am most interested in your own experiences and reflections rather than information anyone could get through a google search or by reading a travel guide. That said, it is appropriate to do a bit of outside research to complement your ideas (for instance, you may need to check an outside source for the exact title of a dish, the style of architecture of a building, etc.).

If you need to consult an outside your work carefully, making a clear distinction between your own ideas and experiences and information you read elsewhere. Include citations on the slide when needed.

If you bring information from another source, please paraphrase as much as possible. If you use someone else’s words exactly (as you might, for example, if you were reading a line from a famous poem) clearly indicate in your narration or recording that the words are not yours. For example, you could say: I found a fun phrase attributed to the Portuguese Poet Fernando Pessoa on the site Good Reads. Mr. Pessoa said, and I quote: “Literature is the most agreeable way of ignoring life.”

Please indicate clearly which group member is responsible for which slides. Students may receive different grades on this project, considering criteria such as quality of the information, level of reflection, originality, and quality of the narration.

FINAL REFLECTIVE PAPER

When is it due? The first day of classes of the spring semester or one week after we arrive, whichever comes first.

The purpose of the final reflective paper is to combine and contrast your own reflections and experiences with the lessons learned from local professors and guides. Write a paper (about 4 pages, double-spaced) considering the prompts below:

What did you know about the history and culture of Morocco and the Iberian Peninsula before the trip? What questions did you ask to our local hosts, presenters, and guides? What answers did they give you? What were your main “lessons learned” during the trip? Include both personal lessons (i.e., “what I learned

about myself”) and intriguing lessons learned about the history and culture of the countries we visited.

TIP # 1: You will be most successful in this project if you prepare for it in advance! Each presentation, each guided visit, is an opportunity to collect information. Carry a notebook with you. Ask questions. Take good notes. Make sure to note the names of our presenters and guides, so that you may refer to them in your paper.

TIP # 2: You may collect additional information from reputable sources when you return. However, the point of this paper is not to regurgitate information from an Encyclopedia. In fact, I am most interested in what you learned during the trip! Use external sources to support (but not substitute) your thoughts or to add important details you may not have (e.g., dates, names, etc.).

Whatever you do, pretty please do not use Wikipedia or other similar sites!

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HONORS AND GRADUATE STUDENTS

HONORS AND GRADUATE LANGUAGE LEARNING EXPERIENCE AND PAPER

You will make the most of this experience if you take the time to gain at least rudimentary knowledge of Spanish and Portuguese. I recommend the Pimsleur Audio Course (available in various languages) and/or MANGO, a system to which Drake University recently subscribed.

Honors and Graduate students must select at least one language and complete a minimum of 5 lessons of the Pimsleur course for Spanish and 5 lessons for Portuguese or 10 lessons for either Spanish or Portuguese.

Pimsleur. (2012). Pimsleur Spanish (Castilian) Conversational Course - Level 1 Lessons 1-16 CD: Learn to Speak and Understand Castilian Spanish with Pimsleur Language Programs (Unabridged, 16 lessons edition). New York: Pimsleur. Available on Amazon at https://www.amazon.com/Pimsleur-Spanish-Castilian-Conversational-Course/dp/1442349077/ref=sr_1_1?s=books&ie=UTF8&qid=1477580358&sr=1-1&keywords=pimsleur+castilian+spanish

Pimsleur. (2015). Pimsleur Portuguese (European) Conversational Course - Level 1 Lessons 1-16 CD: Learn to Speak and Understand European Portuguese with Pimsleur Language Programs (Unabridged, 16 Lessons + Reading edition). New York, NY: Pimsleur. Available on Amazon at https://www.amazon.com/Pimsleur-Portuguese-European-Conversational-Course/dp/1442394951/ref=sr_1_1?s=books&ie=UTF8&qid=1477580440&sr=1-1&keywords=pimsleur+european+portuguese

We will practice your lessons learned in the two language meetings!

Language Learning Tips

Language learning works best if you work regularly (a bit every day). The daily amount of work required depends on how early you start. The Pimsleur system recommends 30 minutes a day. I suggest a minimum of 10-15 minutes a day.

The program is pretty easy at first. Most students, however, report listening to lessons 3-5 a couple of times. The number of listens may increase even more between lessons 5 and 10.

The Pimsleur courses are much longer than the “short preview” packets I recommended for this course. The complete packets include flashcards and written transcripts (so they do include additional learning support).

You may want to find alternative materials online to complement your studies. Some students report missing written support materials and written exercises, and the “cheaper / shorter” Pimsleur systems don’t include those.

You may want to use MANGO as a complement to Pimsleur. Drake students have free access to MANGO. To find the MANGO lessons in Castilian Spanish and Portuguese from Portugal, go to Blueview, Campus Life, and create an account by keeping on the MANGO link on your right. There are limited lessons for Castilian Spanish and Portuguese from Portugal; you may find more options in the Latin American Spanish and Brazilian Portuguese lessons.

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NOTE: It may be possible to substitute Pimsleur for a comparable program that will best help you reach your objectives. For example, for some students who learned either Portuguese or Spanish in the past, the short PIMSLEUR version may not be advanced enough. Please talk to me about specific situations so that I may help you come up with a solution that fits your needs and is reasonably priced.

Paper Description

Write a brief paper (about 3 pages) including your answers to the following prompts.

What is the importance of learning a language when visiting a foreign country – and why? (I expect a couple of references here, please go beyond stating your opinion).

What language(s) did you select? What method or methods did you use? In general, what did you experience during this process? What did you like the most and least about it? How many lessons you complete? Would you recommend the method(s) you selected to someone else? Why or why not? Please share examples of your lessons learned (please check the spelling on Google if needed). Here is the most important piece: Given your effort and thoroughness in completing this assignment, what

grade would you assign yourself – and why?

Note: I am estimating 3 pages as a “rule of thumb” only. Write as many pages as needed to clearly, professionally, and at an honors or graduate level reflect on your experience. Keep in mind that I’m not grading you on the basis of your proficiency on either Spanish or Portuguese but will, instead, consider your effort and diligence in the project. I will also consider the quality of your reflection in this paper.

HONORS AND GRADUATE DISCOVERIES WEBPAGE

When is it due? The first day of classes in the Spring semester.

As an honors or graduate student, you are expected to critically connect the lessons learned in the class and go “above and beyond” the standard requirements of the class. Thus, instead of journals, you will:

Create an attractive and professional-looking webpage. Write thoughtful and well-written blogs or mini-essays that may be shared with future visitors of Spain and

Portugal. You should be able to balance cultural sensitivity (i.e., be sensitive to our hosts, write in a culturally respectful manner) and an honest review of your lessons learned.

Additional Information:

Plan to write at least as many blogs or mini-essays as your colleagues (i.e., a minimum of 10). You may use the prompts I provide for your colleagues as inspiration.

Always remember to draw connections between the various lessons learned. For example, does anything you experienced connect to something you read before the trip? Can you relate what you learned in a particular lecture with something you heard from a local host or from another presenter?

Keep a “photo journal” (including appropriate captions and descriptions) to share with others.

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When you return:

You may add to your page, at the end of the trip, a recording of your PechaKucha presentation. You may also, as appropriate, complement what you wrote by adding supporting information from reputable

sources and make reasonable corrections on grammar, style, etc. Keep in mind that I am particularly interested in your reflections and impressions. External information

(properly cited) should support rather than substitute your own original testimonials. Include in your page an annotated list of good resources (i.e., books, webpages, etc.). An annotated list

includes not only the addresses or reference information but also why you recommend these resources.

Note: The internet may be spotty on occasion. If that happens, keep good notes, write your blogs on word documents, save your pictures, and write captions in advance. You may, then, post your writings and pictures on the page when you return home. If at all possible, though, keep your pages reasonably current as we travel. After all, your family members may enjoy accompanying your adventures!

GRADUATE FINAL PROJECT

When is it due? The first day of classes in the Spring semester.

As a graduate student in the Master of Science in Leadership Development, your purpose is not only to develop yourself as a leader, but also to develop others. Your goal with this paper is to explain how you would transmit everything you learned before and during this travel seminar to other organizational leaders.

Please include in the paper:

The content: What are the most important lessons you learned and would like to share? The method: How exactly would you like to share the information with others? You may consider a

combination of courses, experiences, etc.

Please include in your papers a minimum of five scholarly references excluding mandatory readings for the course. Tip: Look for articles on leadership development for expatriates.

GRADING CRITERIA

Your work should at all times demonstrate the professionalism and excellence of MSLD/EDU students. Think of the type of work that you would, for instance, be proud to use as a demonstration of your competencies to a prospective or current employer.

The following grading criteria applies:

92-100% = A level work. Clear evidence of thoroughness, critical thinking, and effort. All project components are included as per this syllabus and explanations given in class. Oral (or recorded) presentations and written reports are both clear and professional – the type that could be presented to or handed in to senior organizational leaders within a professional environment. Supporting visual / written materials are professionally put together. All thoughts are appropriately supported by evidence and/or expert opinions. Presentation and written materials observe good grammar and follow the APA style appropriately.

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80-91.9% = B level work. Good thoroughness, critical thinking, and effort. Presentations and written materials are mostly clear. Sources are included in presentations and papers. There may be minor problems in presentation or writing skills.

70-79.9% = C level work. Average thoroughness, critical thinking, and effort. Presentations and written materials present minimum college-level quality. Some issues possibly leading to a C grade include grammatical mistakes, lack of in-depth critical thinking, and weak presentation materials or skills. This is the minimum credit-worthy grade for graduate students, anything less represents a failing grade.

60 to 69.9% = D level work. Something went wrong here. The project is seriously incomplete, unclear, or unprofessional. Reasons leading to a D grade may include serious lack of clarity, critical thinking, or thoroughness (or maybe the project(s) were delivered very late). This is the minimum credit-worthy grade for undergraduate students.

Less than 60% = Failing grade.

Important Note: ALL group members are expected to put in the same amount of work. I reserve the right to assign differentiated grades to different team members when one of the team members clearly contributed less to the team than the others. When in doubt about participation I will (a) ask the client whether all team members participated in the meetings, (b) interview all team members, and (c) rely on my own observation of team members’ presentations and answers to class questions.

IMPORTANT COURSE POLICIES AND ACADEMIC STANDARDS

Respect and Professionalism

Respect and professionalism are of paramount importance in a field trip. All students are expected to treat one another, their professors, local experts and guides, with the highest levels of respect and courtesy. These behaviors are not graded separately; rather, they are sine qua non conditions of your participation in this course. An additional Term of Responsibility will be distributed prior to the trip and will be considered as an addendum to this syllabus. Violations of this Term of Responsibility may result in mandatory withdrawal from the class and from the trip.

Submission of Assignments

Late assignments will lose 5% point value per day of lateness up to 25% of the total assignment grade. I reserve the right not to accept assignments when more than 5 days late.

Team Concerns

Part of the work completed in this class is completed in teams. All team members are expected to contribute equally to the team projects, attending team meetings and participating in these meetings to the best of their abilities. Please solve team problems internally first. If you can’t solve the problem, your second “line of defense” is the class peer “Ombudsperson” (assigned before the trip). If needed, the Ombudsperson will involve the instructor.

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If there is sufficient evidence that an individual did not contribute to the team work in the same level as his/her colleagues, a differentiated grade may be assigned, at the instructor’s discretion.

Academic Standards

The highest standards of academic and personal integrity should be observed by all class members. Plagiarism and dishonesty will not be accepted. Incidents of academic misconduct will be handled as per the policies and procedures established by Drake University. Penalties for academic misconduct may range from receiving a zero in the assignment to failing the course depending on the severity of the case.

Follow the “rule of 3”: 3 or more words exactly from the source must be cited and inserted between quotation marks. The page numbers must then be included. Even non-exact quotations must be cited appropriately (consult APA rules). Take notes carefully so as to avoid unintentional plagiarism!

Students with Disabilities

If you have a documented disability and need special accommodation (for instance, special seating arrangements, note-taking, or other assistance), please contact me as soon as possible. You should also contact the Student Disability Services at 515-271-1835.

Changes & Exceptions

I may need to change portions of this syllabus during the course due to unforeseen circumstances or needs. Any necessary changes will be posted in the Blackboard “Announcements” for the class and immediately become part of the syllabus. Also, exceptions may be warranted in special cases. Please contact me if you have a serious problem that requires my attention.

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APPENDIX A: ALTERNATE ASSIGNMENTSIf you must miss any of the meetings, please contact me as soon as you find out that you cannot attend a meeting. Please reserve this option for serious conflicts or emergencies beyond your control.

The purpose of the alternate assignments is to fulfill each meeting’s objectives. Please follow the instructions carefully. Please do not suffer in silence! If you face any road blocks, please contact me for help.

MEETING 1

Objectives:

Getting to know your fellow travelers and your instructor Experience challenges inherent to intercultural relations Explain the five-factor model of personality Assess your personality traits Discuss the impact of personality on human relationships

How will you meet these objectives?

Schedule a meeting with me to fulfill the “getting to know your instructor” piece of the puzzle. Contact colleagues who attended the meetings. You may email class participants by visiting the Blackboard

page and clicking on “Email.” Find at least one colleague who will agree to be interviewed by phone or face to face (please do not simply send your colleague written questions).

Interview your colleague and discuss his or her impressions, lessons learned, and general experiences during the meeting. Submit the raw answers with your paper.

Complete your own personality assessment (http://www.outofservice.com/bigfive/) Complete this personality module: http://tinyurl.com/jtermpersonality (please don’t forget to include your

email so that I may see your responses). Write a brief paper summarizing your findings.

Tips:

For clarity, you may subdivide your paper into the following sections: (a) what you learned about the five-factor model of personality, (b) your own personality results, and (d) a summary of your interview with a colleague. Good papers normally also have a brief introduction and a brief conclusion.

Rule of thumb: Your paper should be about 4 pages long, double spaced, font size 12, not counting references, the cover page, or your colleague’s raw answers to the interview.

Be careful with plagiarism! Please cite all references appropriately. Exact quotations must appear between quotation marks and include the author’s last name, the year of publication, and the page number. Paraphrased ideas must include the author’s last name and the year of publication.

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MEETING 2

Objectives:

Connect Bennett’s intercultural relations model to your own level of intercultural development Come up with intercultural development goals for the trip Discuss the impact of personality on cultural interactions

How will you meet these objectives?

If you cannot attend meeting 2, please complete the Intercultural Development Inventory. While this assessment is mandatory for Honors and Graduate students only, it is available to all students. Then, have a personal meeting with me to discuss your results.

Run a search online or at the Drake Library for “personality” and “expatriate success.” Locate at least one reputable source.

Write a paper summarizing your findings.

Tips:

For clarity, you may subdivide your paper into the following sections: (a) your experiences with the IDI, and (b) what you discovered about personality and expatriate success. You should also include a brief introduction and a conclusion.

Rule of thumb: Your paper should be about 2-3 pages long, double spaced, font size 12, not counting references or the cover page. Please cite all references appropriately. Exact quotations must appear between quotation marks and include the author’s last name, the year of publication, and the page number. Paraphrased ideas must include the author’s last name and the year of publication.

If you have difficulty locating your sources, please get in touch with me.

MEETING 3

Objectives:

Final logistical discussions

How will you meet these objectives?

Watch the recording of the meeting. Write a brief and informal report (a couple of paragraphs or a bullet list) summarizing what you must do for

the trip and acknowledging that you watched the recording.

Please note that you are responsible for the contents of the final meeting even if you are not present. Watch the recording carefully.

REENTRY “PECHAKUCHA” MEETING

Objectives:

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Share lessons learned in the course

How will you meet these objectives?

Unless you watch all the presentations, meeting the objectives of this meeting on your own is fairly difficult. Please do your best to attend this meeting. If you cannot attend:

Ask all groups to send you their Pechakucha presentations. Review their written “notes” (they probably wrote a script). Are there any “themes” (i.e., commonalities) in the lessons learned shared by all groups? Connect these themes with your own lessons learned. Write a paper including your findings (about 3-4 pages, not including cover page).

Important note: The above description assumes that you helped your own group create a Pechakucha presentation. If you did not participate in a Pechakucha group you will be responsible to create and submit a recording of your own presentation.

HONORS AND GRADUATE STUDENTS

Please do your very best to attend all meetings. If you must miss any of the meetings, please contact me for additional instructions.

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APPENDIX B: TENTATIVE ITINERARYThis itinerary is tentative as of 2/24/2018 and may still suffer some changes. Even when not specifically indicated, you may expect a daily meeting with the professors to process lessons learned, discuss the itinerary for the following day, and, as time allows, have mini-language workshops.

Monday, Jan. 7th, 2019Flight from Des Moines to Tangier

Tuesday, Jan. 8thArrive in Tangier / Transfer to Asilah by bus / Safety and Logistics / Code of Conduct / Visit Asilah’s Medina

Wednesday, Jan. 9th Presentation on Asilah, Modern Morocco & Islam / Workshop on Islam / Gnawa Musical Presentation

Thursday, Jan. 10thTransfer to Tangier by bus / Visit Kasbah Museum on Medierranean CulturesPresentation on the American Legation & Tangier / Presentation on the Centre for Women / Transfer to Tétouan Friday, Jan. 11thVisit to American Language Center / Language Exchange Activities with Students at CenterPresentation on Tétouan History, Art, Culture, & SocietyVisit Tétouan’s Medina (Cultural Patrimony of the Humanity)

Saturday, Jan. 12thTransfer to Tangier / Ferry boat to Tarifa, Spain / Transfer to Malaga

Sunday, Jan. 13thDiscover Malaga on your own Mon., Jan. 14thBus transfer to Puente Genil / 2 hoursVisit to Extra Virgin Olive Oil Production Center / Ximenez Group - Christmas Lights CompanyFlamenco Class and Show Tuesday, Jan. 15th

Transfer to Seville / Visit the Alcazar, Cathedral, Giralda / Presentation on Seville in the XVI – XVII Century Wednesday, Jan. 16thWalk to Plaza de España / Free time Thursday, Jan. 17thVisit the CEA Center / History Presentations / Transfer to Lisbon / Orientation to Portugal and Lisbon area Friday, Jan. 18thBus transfer to Belém / Presentation: Portugal and the Age of ExplorationVisit Torre de Belém / Maritime Museum / Mosteiro dos Jerônimos / Visit to Cais do Sodré

Saturday, Jan. 19thVisit to Cascais, Guincho Beach, Natural Park, Cabo da Roca / Visit Quinta da Regaleira, Castelo dos Mouros

Sunday, Jan. 20th Final student presentations / Visit São Jorge Castle / Visit Downtown Lisbon

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Monday, Jan. 21stTransfer to Airport / Flight to the U.S.

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