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Intercultural Education and Training: Theory and Application

Spring 2011

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INTERCULTURAL EDUCATION AND TRAINING: THEORY & APPLICATION

COURSE SYLLABUS: EDPA/OLPD 5132

Introduction to this syllabus (for NAFSA participants)

In addition to the readings and topics outlined here, the students all participant in one or

two quick intercultural activities each session. In addition, two class periods were devoted

a substantial portion of the time to simulations (in this case, Ecotonos and BaFa BaFa).

These activities are not noted on the syllabus. I integrate activities that I belive will most

likely be able to be used by the students with the audiences and challenges they are most

interested in. These become a central part of the learning as they integrate their

experiences as a participant and as a facilitator into their papers, group projects, and on-line

discussions.

Readings. It has been a challenge to integrate internationally focused intercultural readings

with U.S. domestic multicultural readings, but it does work! Less successful have been my

attempts to integrate readings published outside of the U.S. and I welcome any suggestions

you may have.

Sincerely,

Barbara Kappler Mikk, Ph.D.

[email protected]

mailto:[email protected]


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Term: Spring Semester, 2011

Instructor: Barbara Kappler Mikk, Ph.D.

Time: Thursdays, 4:40 – 7:20 p.m.

Class Location: Appleby Hall, Room 303, East Bank TC Campus

Office Hours: Barbara Kappler Mikk

By appointment and typically Tuesdays& Thursdays 8:15 – 9:15 AM (please

call or email ahead of time to confirm availability. You may also call ISSS Front Desk at

612-626-7100 to schedule an appointment or to check my schedule)

Office Location: International Student & Scholar Services: 190 Humphrey

Office: 612-625-2010; ISSS Front Desk 612-626-7100

[email protected]

The purpose of this course is to examine the field of intercultural education and training according

to the theories that inform this field, as well as the practical applications of doing this work. This

course is applicable to persons teaching in domestic, multicultural settings as well as international

education programs. The course moves from theory to practice and from the personal to the

applied. The first part of the course lays out the theoretical foundations of intercultural education

and training. These organizing concepts help us conduct learner needs analyses, make informed

and ethical training decisions, determine training content; and identify and sequence learning

activities. We will apply these ideas through experiential learning activities. The course

culminates with a group project, allowing you to integrate theory and practice.

The types of questions we will be exploring in this course include:

What are the connections among the concepts intercultural education, training, teaching, and

facilitating?

What do intercultural trainers do? What are the most common types of intercultural training?

What is culture? What are different ways in which it can be defined?

What is the impact of culture on human perception, cognition, and behavior? On interpersonal

and intergroup communication and interaction? On identity formation?

What are the various elements of culture?

What is culture learning? What does it mean to be an effective culture learner?

What is intercultural competence and how can it be developed and facilitated?

What are the ethical issues associated with teaching intercultural skills?

What are the key components of intercultural training design? What are major design

principles?

What methods are utilized in intercultural training?

How can topics and learning activities be selected, organized, and sequenced?

How can we teach more effectively to the diverse backgrounds of our participants?

What are the various facets of diversity which, if we are aware of them, can help us be more

effective teachers?

What do we need to know about our learners that will help us be more effective intercultural

educators and trainers?

mailto:[email protected]


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How do we design effective short-term training events? Long-term training events?

Culture is a central concept and we will explore what it means to be engaged in intercultural

education and training within these general dimensions:

(1) culture-general teaching: Teaching about culture as a concept and its importance to human

communication and interaction, as well as teaching about the universal aspects of intercultural

experiences (for example, cultural adjustment, culture learning, intercultural development),

(2) culture-specific teaching: Teaching about a particular culture or cultures of relevance to our

learners,

(3) teaching to cultural diversity: Teaching in a manner intended to be effective with learners

representing diverse learning styles, cultural identities, and levels of intercultural competence,

(4) teaching for intercultural competence: Providing opportunities for learners to acquire and

improve their intercultural competence

(5) teaching culture learning skills: Assisting learners to become more autonomous and effective

culture learners, to identify and utilize a wide range of strategies and resources for being

effective in multicultural situations.

Course Objectives

The principal goals of this course are the development of each individual’s knowledge of the

theories and tools available in the field and the development of each individual’s skills as an

intercultural educator and trainer. The following learning objectives are focused on reaching the

above goals.

Cognitive (Knowledge):

Apply theoretical concepts to your own intercultural experiences

Explain and give examples of theoretical concepts in on-line discussions

Design a curriculum unit by assessing learner needs and evaluating and selecting

intercultural training activities for a particular audience

Affective (Emotions):

Experience the range of emotions involved in intercultural interactions (via experiential

learning activities)

Empathize with the challenges participants face in the development of their own

intercultural competence

Behavioral (Skill):

Analyze the risks and ethical issues involved in intercultural training and be able to balance

these risks with appropriately sequenced training

Develop debriefing and facilitation protocol to assist participants in their own intercultural

competency development


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Course Readings

A. Required Texts

Available at the U of MN Bookstore:

1. Fowler, S. M., & Mumford, M.G. (Eds.). (1995). Intercultural sourcebook: Cross-cultural

training methods. Vol. 1. Yarmouth, ME: Intercultural Press.

2. Kolb, D. Learning style inventory. Boston, MA: Hay/McBer Training Resources Group.

3. Paige, R. M., Cohen, A. D., Kappler, B., Chi, J.C., & Lassegard, J. P. (2006). Maximizing

study abroad: A student’s guide to strategies for language and culture learning and use. 2nd

Edition. Minneapolis, MN: Center for Advanced Research on Language Acquisition,

University of Minnesota.

Available at Coffman Union Copies on Campus:

4. Course Packet of Required Readings (this will be a packet of readings that are 3-hole

punched. You are encouraged to get a 3 ring binder that will be able to incorporate this

packet plus up to 50 pages in handouts that will be distributed in class.)

Available on our Moodle Course Website:

5. Additional required readings available on Moodle. As the nature of the course will be

adapted to your particular needs and interests, changes will be made to the course readings.

You will be notified via course announcements and email when changes are made.

Possible additional materials to be purchased in class:

6. Intercultural Development Inventory (IDI) is $10.00.

B. Optional Readings

Additional optional readings and resources will be posted on Moodle or distributed in class.


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Instructional Methods

In this course a variety of teaching methods will be utilized including lectures, class discussions,

role plays, simulations, and small group work. Some of the course discussions will take place on

our course website on Moodle (more information about this in the section on Assignments).

Working groups will be formed based on participants’ experiences, interests, and ideally, times

available for meetings. These groups will be responsible for designing and preparing a class

presentation on a culture teaching unit, as well as writing a group project paper.

General Course Requirements

The first general requirement of the course is to complete the assigned readings for the week

and be prepared to comment on them. This will greatly enhance our class discussions.

The second requirement is to attend class. If you cannot attend for some reason, please let me

and your working group know. Class attendance is particularly important in this course because of

the small group work.

Special requirement if you miss class for any reason (illness, travel due to work, personal

and family commitments): You will need to submit a one to two page summary on the

readings and/or topics assigned for that week. This one page paper needs to be brought to

the next week’s course.

The third requirement is to participate in class discussions and in your small groups. Your

contributions are important and through your verbal participation, we can all learn more from each

other and about the topics being analyzed.

The fourth requirement is to practice the “intercultural ethic” in this class. This means

challenging ourselves to fully listen to others’ points of views and to appreciate a variety of

communication and learning styles. In the group projects, you are encouraged to discuss the

process of working in multicultural teams as well as focusing on tasks and relationships.

The fifth requirement is to participate in on-line forums on our course website. These forums

allow us to delve further into topics of interest that come up during class-time, as well as provide a

chance to continue discussions that class-time does not allow.

Reflective Journal – Recommended, Not Required. Not To Be Turned In To Instructor.

Developing your facilitation skills in the field of intercultural training can be a deeply personal

journey. This course provides an opportunity for you to learn specific content that may challenge,

support and/or confuse, frustrate, and excite you. In order to create a space to explore your

reactions, you are encouraged to keep a journal in this course. You could use the journal to reflect

upon any question that arises for you in the class such as, ―why am I interested in this field?‖ or

you may respond to the general questions listed below.

What did I learn about myself today in the course?

What are my strengths and weaknesses on the topics covered today?

What are my reactions to the theory—how have I personally experienced this theory?

Did I have any ―hot buttons‖ (something that really bothered me) today?

How do my experiences in the course reflect my own intercultural journey?

How might I use a specific activity or theory covered in class in my own work?


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Required Course Assignments

Assignment #1: Personal Reflection Essay

100 points

Due Date: February 17

For this assignment, first select a culture learning experience that you consider to have been

significant for you personally and then analyze your experience using the conceptual

frameworks provided by the Developmental Model of Intercultural Sensitivity, intercultural

competence, Kolb’s Learning Style Theory, and the Intensity Factors.

You should briefly describe the experience (1-2 pages) and then the remainder of the paper

should be an analysis that answers these questions:

1. What do you think was happening in terms of Bennett's Developmental Model of

Intercultural Sensitivity (DMIS)? Make sure to at least include where you would place

yourself on the model during the time of the experience.

2. In addition to DMIS, what insights can you gain about this experience from Storti and St.

Onge’s approaches to intercultural competence?

3. Which intensity factors (Paige, 1993) were most significant? Briefly explain. It’s best to

focus on a few of the factors that were most significant, rather than to cover all the factors;

go for depth not breadth here.

4. Describe any aspects of your learning preference and learning style that are particularly

relevant to this learning experience.

Length: 250 words per page, approximately 8-9 pages in total, including the description of

your experience.

Requirements: Use APA style when referencing any course materials, as well as the readings.

Write an essay that responds to the questions above – do not simply answer the questions.

Include an introduction and conclusion in your paper.

Assignment #2: Posting Comments to Moodle

20 Points (5 points per on-line discussion – 4 discussions required)

Due Date: Forums will be announced throughout the semester

Our Moodle Website will provide an opportunity for reflection time about activities and

discussions that take place in class to continue on-line. In addition, there may be

occasions when there is limited in-class discussion on course readings. The Forums on

Moodle will allow us to continue our conversations outside of the constraints of the

classroom. You are asked to participate in a minimum of 4 Forums.

Length: Minimum of 2 paragraphs of text for each graded posting.


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Assignment #3: Intercultural Content: Topic of Your Choice

50 points

Due: Monday, February 28

Effective intercultural training requires an understanding of a number of theoretical concepts

and methodologies. Each of you will prepare a document to be posted on Moodle on one of

the following topics (or another topic of your choice):

a. High/low context

b. A specific communication style, such as circular, indirect

c. Vertical and horizontal individualism and collectivism

d. Power distance

e. Uncertainty avoidance

f. Multicultural identity

g. U-Curve of Adjustment

h. Describe-Interpret-Evaluate

i. Specific aspect of nonverbal communication

j. Contact Theory

k. Learning Theory (other than Kolb)

l. Face Negotiation

m. A specific activity (that is not included in any of the required course texts)

n. Something of your own choosing

Your assignment is to put all of the following information into one document:

1. Name of the topic

2. Your name

3. Two paragraph summary defining the topic (assuming your readers are beginners

on the topic)

4. A bibliographic reference of the creator of the topic (or a key reference if the

creator is not traceable)

5. One to three additional sources on the topic

6. One to two paragraph explanation of any current controversies on the topic , if

applicable

7. Any criticisms or questions you have of the concept

Note on how and why we are doing this type of assignment: Once you have turned in your

assignment, it will be graded. You will then have a chance to make any changes to the

document. Then, these documents will be living documents on our website and as such will

provide us with an opportunity to add our own perspectives criticisms and questions of the

topic and methods and activities that demonstrate the topic. When the course ends, you will

all have a set of materials that you can use in your own work.

You are ultimately responsible for finding resources to help you with this assignment. We

will spend class-time discussing resources.

Length: Two to three pages, 250 words per page


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Assignment #4: Audience Analysis & Training Design

150 points

Due date: April 7

For this assignment, identify a particular group of learners and briefly describe them. The group

should be real. Then select either option A or option B:

Option A:

Pick an activity we have done in class and/or any one of the generic learning activities (e.g., role

plays, critical incidents) presented in Fowler and Mumford (1995). Answer the following

questions:

(1) What learning domain (affective, behavioral, cognitive) is most effectively addressed by this

activity and why?

(2) What specific learning outcomes will be accomplished?

(3) Which one of Kolb's learning styles would be best met by this activity and why?

(4) What type of movement on Bennett's continuum might be facilitated by this activity and why?

(5) What are the major and minor risks for the learner (as defined by Paige, 1993)?

(6) What are advantages and disadvantages of using this type of activity?

(7) What preparation would you personally need to do to facilitate the learning activity?

Option B:

This option is open-ended. Describe your plan to develop intercultural competencies for

participants in this group. Be specific about the plan and how it will be implemented.

Lent: 250 words per page, 8-10 pages


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Assignment #5: Working Group Projects - Curriculum Unit

180 points; The grade earned by the group will be assigned to each individual in the group.

Group Presentations April 28 and May 5; Written Version of Paper due May 12.

Each working group will first present its curriculum unit to the class. The groups will then

incorporate the feedback received from their presentation into their curriculum unit and turn the

written version in on May 12.

To set the stage for the curriculum work, the working groups will select a real target audience (e.g.,

11th grade French language students; health care professionals in a three- day intercultural

workshop, students in a diverse K-12 classroom).

In the paper and for the presentation, the following should be discussed:

(1) the audience analysis: Present the salient characteristics that comprise the diversity of the

group of learners, grade level or occupation, prior intercultural experience, learning styles, and

levels of intercultural sensitivity;

(2) the context: Describe the setting or scenario you are envisioning regarding this lesson plan

(e.g., You are the teacher preparing your 11th graders in French class for a two-week visit to

France next summer, which will include a one week homestay);

(3) the unit’s learning objectives: Present the affective, behavioral, and cognitive culture learning

objectives for the unit and for each activity;

(4) the unit’s learning activities: List and briefly describe the activities to be incorporated in the

unit;

(5) the sequencing rationale and plan: Present your plan of why you sequenced things the way

you did;

(6) the selected learning activity: Present a detailed discussion of one specific learning activity

from the overall unit.

On the evening of the presentation the group should have the following handouts ready for

distribution to the class members:

1. the sequencing grid,

2. the sequencing rationale and plan in abbreviated form

3. information regarding the selected learning activity.

Length: Varies by group. Past projects have ranged from 25 to 30+ pages. Samples will be

provided from past student groups.


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Course Grading Policies

(1) Written assignments: Your written assignments will be graded according to how well they

answer the specific questions posed on this syllabus and how well they are written.

Assignments are also graded according to how well they meet the standards of professional

quality writing. In this regard, I evaluate papers in terms of: the depth and substance of your

thinking (e.g., the degree to which your writing demonstrates a sound understanding of the

readings and insightful analysis of the issues); editorial quality (proper spelling, punctuation,

sentence structure, and grammar; clear presentation of ideas); organizational quality (sound

organizational structure, effective use of headings, thematic paragraphs); and proper

referencing using APA format for quotations, footnotes, and bibliographies.

(2) English as a second language: My policy regarding the written work of students for whom

English is a second language is as follows: If I determine that there are fundamental problems

with respect to writing quality on the first and second assignment, I will return the paper for

revision with the requirement that it be resubmitted within one week.

(3) University grading policy: Grading will conform to established University of Minnesota

procedures listed each term in the course schedule.

(4) Late papers: A late paper will be graded down a grade for each week that it is late (from A- to

B+, for example). A week is defined as Friday through the following Thursday’s class.

(5) Incompletes: My policy is that except in a case of an emergency, there will be no incompletes

granted in this course.

(6) Computing final grades: For each assignment you will get a number and a letter grade using

this system of percentages:

70-72 C-, 73-76 C, 77-79 C+

80-82 B-, 83-86 B, 87-89 B+

90-93 A-, 94- 100 A.

The final grade is computed using the weights given to each assignment, based on the total points.

A few important words on plagiarism and scholastic dishonesty:

Students are responsible for knowing the University of Minnesota Board of Regents' policy on

student conduct and scholastic dishonesty, found at

http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html

Scholastic dishonesty is defined in the policy and will be reported to the Office of Student Judicial

Affairs (http://www.sja.umn.edu/) and will result in a grade of "F" or "N" for the entire course.

Plagiarism is an important element of this policy. It is defined as the presentation of another's

writing or ideas as your own. Serious, intentional plagiarism will result in a grade of "F" or "N" for

the entire course. For more information on this policy and for a helpful discussion of preventing

plagiarism, please consult University policies and procedures regarding academic integrity at

http://writing.umn.edu/tww/plagiarism/index.htm#definition.

Students are urged to be careful that they properly attribute and cite others' work in their own

writing. For guidelines for correctly citing sources, go to http://tutorial.lib.umn.edu/ and click on

"Citing Sources." If you have any questions, please ask.

http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html

http://www.sja.umn.edu/

http://cisw.cla.umn.edu/plagiarism/uofmpolicies.html

http://cisw.cla.umn.edu/plagiarism/uofmpolicies.html

http://tutorial.lib.umn.edu/


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TENTATIVE COURSE OUTLINE

Week One Introduction to the course

(January 20) Introduction of instructor and students

Begin Kolb Inventory

Definitions

Week Two What is Intercultural Education and Training (including Risk Factors)?

(January 27) Why Intercultural Communication?

Intercultural Experiences (including Intensity Factors)

Continue Kolb Inventory

Readings/Tasks

1. On Moodle in Paige’s Book: Paige, R.M. (1993). On the nature of intercultural

experiences and intercultural education. In R.M. Paige (Ed.), Education for the

intercultural experience (2nd

ed.) (pp. 1-19). Yarmouth, ME: Intercultural Press.

2. Course Packet: Martin, J.N., & Nakayama, T.K., Flores, L.A. (1998). A Dialectical

Approach to Intercultural Communication. In Martin, J.N., & Nakayama, T.K., Flores, L.A.

(Eds.) Readings in Cultural Contexts. Mayfield Publishing Company. Mountain View,

CA. (pp. 5-15).

3. From Maximizing Study Abroad Students’ Guide, pages 39-76 and pages 91-106.

4. Course Packet: Maximizing Study Abroad Instructional Guide: Section on Intensity

Factors (pp. 109-113 of the Guide).

5. Handouts on Moodle: Review the Critical Incidents for Intensity Factors and be prepared

to share your perspective on which Intensity Factors were most salient for each incident.

6. Review the presentation at this url: https://umconnect.umn.edu/p64797571/ You don’t have to

listen to it all – just review enough to see what type of content is represented in this

example of intercultural training. This presentation is part of a predeparture orientation for

faculty from Southeast Europe, Central Asia and the Caucuses. There are on-site

coordinators who help facilitate the activities in the presentation. The faculty listen to the

whole presentation and then do assignments before coming to the U.S. I typically meet

with them in Kansas City for an in-country orientation and we discuss insights gained from

the presentation and assignments.

______________________________________________________________________

https://umconnect.umn.edu/p64797571/


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Week Three History of Intercultural Training

(February 3) Intercultural Competence in Multiple Contexts

Discussion of Group Project

Readings/Tasks

1. Course Packet. Pusch, M. D. (2004). Intercultural training in historical perspective. In

Landis, D., Bennett, J.M., & Bennett, M.J. (eds.) (2004). Handbook of Intercultural

Training, 3rd

edition. Thousand Oaks, CA: Sage Publications, Inc. (pp. 13-36). *

2. Course Packet. Storti, Craig (2009). Intercultural competence in human resources. In D.K.

Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 272-286).

Thousand Oaks, CA: SAGE.

3. Course Packet. St. Onge, P., Applegate, B., Asakura, V., Moss, M.K., Vergara-Lobo, A.,

and Rouson, B. (2009). Introduction. In P. St.Onge, Embracing cultural competency: A

roadmap for nonprofit capacity builders (pp. 1-12). St. Paul, MN: Fieldstone Alliance.

4. Course Packet. St. Onge, P., Applegate, B., Asakura, V., Moss, M.K., Vergara-Lobo, A.

and Rouson, B. (2009). Voices from the field: Stories from peer dialogues. In P. St.Onge,

Embracing cultural competency: A roadmap for nonprofit capacity builders (pp. 187-197).

Russian International Educational Administration Fulbrighters will join the class this night. *Note we focused on how the history focuses on U.S. initiatives. We discussed European and Japanese histories and

future syllabus will include broader scope, including Intercultural Dialogue from the European Commission.

Week Four The Developmental Model of Intercultural Sensitivity

(February 10) Instrumentation and Assessment

Check in on Assignment #1 and #3

1. Course Packet. Bennett, Janet M. (2009). Transformative Training: Designing

Programs for Culture Learning. In Moodian, Michael (Ed.) Contemporary

Leadership and Intercultural Competence: Exploring the Cross-Cultural Dynamics

within Organizations. (pp. 95-110). Thousand Oaks, CA: Sage.

2. Course Packet. Fantini, Alvino E. (2009). Assessing Intercultural Competence:

Issues and Tools. In Deardorff, Darla K. (Ed.) The Sage Handbook of Intercultural

Competence. (pp. 456-476).Thousand Oaks, CA: Sage.

3. Course Packet. Deardorff, Darla K. (2009). Implementing Intercultural

Competence Assessment. In Deardorff, Darla K. (Ed.) The Sage Handbook of

Intercultural Competence. (pp. 477-491).Thousand Oaks, CA: Sage.

4. From Maximizing Study Abroad Students’ Guide, pages 107-111.

Optional Readings:

1. On Moodle in Paige’s Book: Bennett, M.J. (1993). Towards ethnorelativism: A

developmental model of intercultural sensitivity. In R.M. Paige (Ed.), Education for

the intercultural experience (2nd

ed.) (pp. 21-71). Yarmouth, ME: Intercultural Press.

2. Course Packet. Hoff, J.G. (2008). Growth and transformation outcomes in

international education. In V. Savicki (Ed.), Developing intercultural competence

and transformation: Theory, research, and application in international education (pp.

53-73). Sterling, VA: Stylus.


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Week Five Experiential Education

(February 17) Possible Simulation Activity

Assignment #1 Due

Readings

1. Course Packet: Gochenour, T. (1993). The Green Banana. In Gochenour, T. (Ed.).

Beyond experience: The experiential approach to cross-cultural education (2nd

ed.), xiii-

xvii. Yarmouth, ME: Intercultural Press.

2. Course Packet: Gochenour, T. (1993). Is experiential learning something fundamentally

different? In Gochenour, T. (Ed.). Beyond experience: The experiential approach to cross-

cultural education (2nd

ed.), 17-25. Yarmouth, ME: Intercultural Press.

3. Hunter, Amy (2008). Transformative Learning in International Education. In Victor

Savicki (Ed.) Developing Intercultural Competence and Transformation: Theory, Research,

and Application in International Education. (pp. 92-107). Sterling, VA: Stylus.

Week Six Cultural Identity

(February 24) Being and Becoming and Intercultural Trainer

Assignment #3 due on Monday February 28 Readings

1. On Moodle in Paige’s Book: Paige, R.M. (1993). Trainer competencies for

international and intercultural programs. In R.M. Paige (Ed.), Education for the

intercultural experience (2nd

ed.) (pp. 169-199). Yarmouth, ME: Intercultural

Press.

2. Course Packet: Nakayama, Thomas (2007). Dis/orienting identities: Asian

Americans, history, and intercultural communication. In A. Gonzalez, M. Houston,

and V. Chen (Eds.), Our voices: Essays in culture, ethnicity, and communication

(4th

ed.) (pp. 26-31). New York: Oxford University.

3. Course Packet: Wong (Lau), Kathleen (2007). Working through identity:

Understanding class in the context of race, ethnicity, and gender. In A. Gonzalez,

M. Houston, and V. Chen (Eds.), Our voices: Essays in culture, ethnicity, and

communication (4th

ed.) (pp. 256-263). New York: Oxford University.

4. From Maximizing Study Abroad Students’ Guide, pages 125-142.

5. Course Packet: 3 Excerpts (Jorge, Liban, Pang Houa) from Blohm, J. M. & Lapinsky, T.

(2006). Kids Like Me: Voices of the Immigrant Experience. Intercultural Press. Yarmouth,

Maine.

_____________________________________________________________________________


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_____________________________________________________________________________

Week Seven Designing and Sequencing Intercultural Training

(March 3) Assessing Learning Needs for Intercultural Programs

Establishing Training Objectives

Assignment #3 was due on Monday February 28

Readings

1. From Fowler and Mumford (1995): Levy, J., Intercultural training design (pp. 1-

15).

2. Course Packet: Margaret Pusch. (1994). Cross Cultural Training. In Gary Althen

Learning Across Cultures. Pages 109-143).

3. Course Packet: Bloom’s Taxonomy of Learning Domains: The Three Types of

Learning. Retrieved on January 12, 2001 from

http://www.nwlink.com/~donclark/hrd/bloom.html

4. Course Packet: Dee Fink’s A Self-Directed Guide to Designing Courses for

Significant Learning. Retrieved January 12, 2011 from

http://www.finkconsulting.info/files/Fink2005SelfDirectedGuideToCourseDesi

gn.doc

5. Course Packet: Maximizing Study Abroad Instructional Guide. Balancing

Challenge and Support. (Pages 114-125).

6. Review Maximizing Study Abroad and consider its overall design (predeparture, in-

country, re-entry sections).

_______________________________________________________________________

Week Eight Culture Learning Activities: Critical Incidents, Case Studies

(March 10) Culture Assimilators

Readings

1. Course Packet: Fowler, Sandra M. & Blohm, Judith M. (2004). An Analysis of

Methods for Intercultural Training. In Dan Landis, Janet M. Bennett, and Milton J.

Bennett (Eds.) Handbook of Intercultural Training. 3rd Edition. Thousand Oaks,

CA: Sage Publications. Pages 37-84.

2. From Fowler and Mumford (1995): Wight, A. R., The critical incident as a training tool

(pp. 127-140).

3. From Fowler and Mumford (1995): Bennett, M. J., Critical incidents in an intercultural

conflict-resolution exercise (pp. 147-156).

4. From Fowler and Mumford (1995): Albert, R. D., The intercultural sensitizer/culture

assimilator as a cross-cultural training method (pp. 157-167).

5. From Fowler and Mumford (1995): Brislin, R. W., The culture-general assimilator (pp.

169-177).

6. From Fowler and Mumford (1995): Lacey, L., & Trowbridge, J., Using the case study

as a training tool (pp. 187-195).

7. Course Packet: Steve L. Robbins (2008). Equal is Not Always Fair. ―What If?‖ Short

Stories to Spark Diversity Dialogue. Davies-Black. Boston, MA. (pp. 19-24).

http://www.finkconsulting.info/files/Fink2005SelfDirectedGuideToCourseDesign.doc

http://www.finkconsulting.info/files/Fink2005SelfDirectedGuideToCourseDesign.doc


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Week Nine SPRING BREAK: No Class

(March 17)

__ ___

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Week Ten Culture Learning Activities: Role Plays and Simulations

(March 24)

Readings

1. From Fowler and Mumford (1995): Sisk, D. A., Simulation games as

training tools (pp. 81-92).

2. From Fowler and Mumford (1995): Shirts, R. G., Beyond ethnocentrism:

Promoting cross-cultural understanding with BaFá BaFá (pp. 93-100).

3. From Fowler and Mumford (1995): Saphiere, D. M. H., Ecotonos: A

multicultural problem-solving simulation (pp. 117-125).

4. From Fowler and Mumford (1995): McCaffery, J. A., The role play: A powerful but

difficult training tool (pp. 17-25).

5. From Fowler and Mumford (1995): Steinwachs, B., Barnga: A game for all seasons

(pp. 101-108).

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Week Eleven Culture Learning Activities: Role Plays and Simulations

(March 31) Putting Theory Into Practice: Facilitating Simulations

Readings

1. On Moodle: Lederman, L.C. & Fumitoshi, K. (1995). Debriefing the Debriefing

Process: A New Look. In Crookall, D. & Arai, K. (Eds.). Simulation and Gaming

Across Disciplines and Cultures. ISAGA at a Watershed. Sage. (pp. 235-242.)

2. On Moodle: Kohls, R.L. & Obluck, W. (1995). The Role of the Group Facilitator (with

Emphasis on Handling Specific Problems). From Kohls, R.L, (Ed.). Training Know-

How for Cross Cultural and Diversity Trainers. Duncanville, TX: Adult Learning

Systems. (pp. 157-159).

3. Course Packet: Murray, Gordon. The Inner Side of Learning. In Gochenour, T. (Ed.).

Beyond experience: The experiential approach to cross-cultural education (2nd

ed.), 27-41.

Yarmouth, ME: Intercultural Press.

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Spring 2011

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Week Twelve Guest Speaker: Thorunn Bjarnadottir, Personal Leadership

(April 7) Debriefing and the Art of Facilitation

Logistics of Training

Assignment #4 Due

Readings

1. Course Packet: Schaetti, Barbara F., Ramsey, Sheila J. and Watanabe, Gordon, C.

(2009). From Intercultural Knowledge to Intercultural Competence: Developing an

Intercultural Practice. In Moodian, Michael (Ed.) Contemporary Leadership and

Intercultural Competence: Exploring the Cross-Cultural Dynamics within

Organizations. (pp. 125-138). Thousand Oaks, CA: Sage.

2. Course Packet: Thiagi’s Secrets of Successful Facilitators. Retrieved January 12,

2011 from http://www.thiagi.com/article-secrets.html

3. Course Packet: Thiagarajan, Sivasailam (1996). Guidelines for Conducting a

Debriefing Session - And for Developing a Debriefing Guide. From: Games, Etc.:

How to Improve Team Learning, Performance, and Productivity. Self-Published.

4. Additional Facilitation Reading May Be Assigned

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Week Thirteen Guest Speaker ~ To Be Determined Based on Your Interests

(April 14)

Readings

1. Readings to be determined

______________________________________________________________________

Week Fourteen Intercultural Education and Training: Staying Current

(April 21) Time for Working Groups

Readings

1. Readings to be determined

________________________________________________________________________

http://www.thiagi.com/article-secrets.html


Spring 2011

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Week Fifteen Group Presentations

(April 28)

Handouts due from each presenting group.

Those not presenting provide written feedback to presenters to that

they may incorporate additional ideas into the final paper.

__________________________________________________________________________

Week Sixteen Group Presentations

(May 5)

Handouts due from each presenting group.

Those not presenting provide written feedback to presenters to that

they may incorporate additional ideas into the final paper.

__________________________________________________________________________

Thursday, May 12

Group Project Written Paper due to Barbara Kappler at 190 Humphrey Center no later than

4:00pm. Please provide one or more addresses for where the group paper should be returned. If

you are confident that all of your documents will be easily read on-line, you may submit your

final paper electronically (this will also allow me to give feedback to all group members

without needing to mail a paper back to you).

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