sisg-761 intercultural communication - american university...• define intercultural communication...

SISG-761InterculturalCommunication

Section1:FacultyInformationAsynchronousFacultyMember: Dr. Terra Gargano

Section2:CourseInformation

CourseDescriptionThis interdisciplinary course examines the interaction of people across cultures and considers such topics as cross-cultural communication, management and adaptation, intercultural negotiation, and how culture impacts conflict between individuals, cultures, and nations. The primary goal is to provide students with concepts, knowledge, and skills that will allow them to analyze and interpret the dynamics of any cross-cultural interaction or conflict and adapt their behavior.

LearningOutcomes

At the end of the course, students will be able to:

• define intercultural communication as a field of inquiry within international relations. • apply foundational theories, paradigm, and theoretical frameworks in order to understand

the academic field and discourse of intercultural communication. • expand their cross-cultural analytical and intercultural competency skills. • explain a broad range of social, economic, historical, technological, and cultural contexts and

trends that influence cross-cultural encounters. • describe the dynamics of intercultural communication at the interpersonal, national, and

international levels.

RequiredTextbook&CourseMaterial

Gary Weaver. Intercultural Relations: Communication, Identity, and Conflict. Boston: Pearson, 2014

Edward R. Hall. Beyond Culture. New York: Anchor/Doubleday, 1981. ISBN: 0385124740

Various articles and texts will be posted online.

CourseRequirements

American University School of International Service 2

Assessment PercentageClassAttendance,Preparedness,andParticipation 10%CollaborativeAnalysisandDiscussionofanIssue 30%Quizzes 10%CulturalMentoringProject 25%JISArticle 25%TOTAL–FinalGrade 100%

Your final grade is determined by the cumulative average of the following:

Class Attendance and Participation: Class attendance is mandatory in both synchronous and asynchronous sessions. The professor should be notified ahead of time of any absence. Students are expected to come prepared to actively participate in class discussions and all exercises.

Class activities will vary day to day, including simulations, multimedia presentations, discussions, and group activities. You will be active participants in the course, and much of the learning taking place throughout the semester will happen through interactions in the classroom. You need to ask questions, present your ideas, raise issues, and otherwise contribute to an informed and substantive classroom discussion. You will also be required to present course material and lead class discussions throughout the semester. Attendance and participation in class activities and discussions are required.

Your active involvement in the class will be taken into account if your final grade is “borderline” as defined by your instructor.

Collaborative Analysis and Discussion of an Issue: The grades for the presentation and the paper will be averaged and account for 30% of your overall course grade.

You will be assigned to write an applied research and position paper on one of the topics listed below. While your analysis should consider all relevant sources and concepts we cover in this course, it should also bring additional information and scholarship to your issue. This is not simply a personal essay or opinion piece—you must support your analysis and position with solid research and scholarship. Be certain that you fully answer the assigned question with specific applications and illustrations.

Papers will be graded in terms of comprehensiveness, relevancy to course themes, application and development of concepts, support for your position, depth and breadth of analysis and interpretation, creativity, and command of relevant concepts and literature.

An abundance of writing errors will definitely lower your score. Please carefully proofread and edit your final draft before you submit it for grading. Your paper should be approximately 10–12 double-spaced pages using 12-point font with complete footnotes or endnotes and bibliography. Direct quotes, paraphrases, and specific concepts or facts require citations using the Chicago style (see http://politics.ucsc.edu/undergraduate/chicago%20style%20guide.pdf).


An attempt will be made to divide the topics evenly among the class, creating four or five informal “teams.” While each student will write an individual paper, this will allow students to occasionally meet with others who are writing a similar paper to share resources, ideas, and so forth. Furthermore, each issue team will present their findings to the entire class.

The team presentation should be engaging, professional, informative, and add additional information to our class. You can use any format or supporting graphics such as PowerPoint, videos, panel discussion, and so on. However, the total presentation is limited to only 10 minutes with 5 minutes for Q&A from the rest of the class.

Some issues overlap with others, and it may be useful to try to share resources and findings with other teams.

Your presentation will take place during the synchronous session of Week 8, and your paper is due before the start of class on Week 9. You will rank the following topics in order of preference during the first week of class. Details for doing this will be posted in the learning management system (LMS).

Topics:

1. Globalization often means modernization and even westernization or Americanization. Discuss the impact of “globalization” on cultures around the world, and include in your discussion the concepts of globalization and cultural hybridity. Give specific example.

2. While some scholars claim that modern telecommunications allow cultures to come together in a “global village,” others claim that the same technology promotes propaganda, manipulation, and distortion of one’s own national image and the image of other nations, thereby increasing hostility between peoples. Discuss this issue with specific examples.

3. Do the psychological and communication principles of conflict resolution apply to all cultures, or are they specific to the United States and European conflicts? Discuss the impact of cultural differences on negotiation and conflict resolution, and provide at least one actual “case” or example to illustrate.

4. How does culture impact negotiation? Illustrate with at least one international and one domestic example. How can we overcome barriers and difficulties that culture creates in cross-cultural negotiation?

5. Contrast and compare the contemporary Muslim or Arab immigrant experience in the U.S. and Europe in terms of impact on the dominant culture, public policy, and assimilation or enculturation.

6. How does cross-cultural communication impact development projects? Cite specific examples of where cross-cultural awareness and communication skills impact development projects going back to the writing of Margaret Mead and Hart’s “Development as Cross-Cultural Communication” in the Journal of International Communication (Vol. 9, No. 2, 2003).

7. Are there certain cultural values that are necessary for economic and democratic development? Provide as much evidence as possible, and give specific examples of how certain values lead to development in specific countries or regions of the world. Some relevant sources might include Lawrence Harrison’s writing.


Quizzes: Two 20-question multiple choice quizzes will cover lectures, discussions, readings, exercises, videos, and interviews. The quizzes are not cumulative, and you will be required to take the quizzes during the synchronous portion of the course during Week 4 and Week 7. Two quizzes throughout the term will account for 10% of your overall final grade.

Cultural Mentoring Project: The focus of this assignment is to encourage you to think about how you can continue to improve your intercultural competency or global dexterity. The purpose of a Cultural Mentoring Project is to help you articulate an approach for expanding your intercultural competency by learning more about cross-cultural mentoring, seeking out a cultural mentor, and initiating a cultural mentoring relationship.

The first step in designing an action plan is to critically reflect on your own cross-cultural adaptability and your own beliefs, values, and attitudes to identify a professional behavior that you would like to learn how to enact more effectively across cultures. Examples could include providing feedback, negotiations, or collaborating on a project.

Questions you may want to consider as you think about crafting your project and selecting a potential cultural mentor include:

• What are some important characteristics for you in choosing a cultural mentor? • What kind of mentor would complement or contradict your communication or cross-cultural

adaptability style? • Does this person possess the skills and knowledge I am looking for? • Does this person personify professionalism and leadership? • Will this person be open and honest with you? • What are your expectations of a cultural mentoring relationship? • What do you envision a cultural mentoring relationship to look like? • Are there ways a cultural mentoring relationship could be mutually beneficial?

You will be required to articulate and carry out your project based on your involvement in the following three levels:

Level 1 – Observation (learning from a safe distance)

Level 2 – Information seeking/investigation (learning from a closer distance)

Level 3 – Direct participation/personal involvement (learning from the closet distance)

Your project should consist of the following:

1. Level 1 – Observation

You are required to locate three sources (journal article, website, blog, book, periodical, podcast, etc.) that will complement and expand your understanding of cultural or cross-cultural mentoring and that will provide a perspective or perspectives that guide how you move forward. You should be able to elaborate on the big takeaways from these sources and how they impacted your process of engaging with a cultural mentor. Please e-mail me these resources so I can compile and share a list with the


class.

2. Level 2 – Information seeking/investigation

You will need to identify a particular professional behavior/situation you are interested in modifying, and then identify someone in your field who is familiar with your behavior/situation who could serve as a cultural mentor. You will need to interview this person, either in person or online, about cross-cultural mentoring in general, and discuss your chosen behavior/situation. Ideally, you will leave this meeting with a plan for moving forward with your mentoring relationship.

3. Level 3 – Direct participation/personal involvement

You will be directly creating and participating in a cultural mentoring community in level three by sharing best practices, lessons learned, challenges/opportunities, and questions about your experiences with cultural mentoring during Week 11.

Please prepare a short three-minute presentation that describes your overall goal for the project, such as a statement about personal growth or a personal learning outcome that relates directly to global dexterity, and one-to-three main takeaways from your interview that expound upon what you learned. You will share your presentation with other students in the class to learn more from each other about the ways we conceptualized, engaged, and learned through the process of acquiring a cultural mentor.

Journal of International Service: The purpose of this assignment is to demonstrate your ability to write an engaging professional article that might be read by those involved in the practice of intercultural relations. In contrast with the style of most academic journals, you must capture the reader’s attention in the very first paragraph. You also need to support any assertions you might make with logic, data, your own experience or expertise, or any other evidence that strengthens your findings.

You may come up with your own topic for this paper, but be sure it fits with the tone and format of the Journal of International Service (JIS) and the interests of its readers. Ask yourself the question: “Why would a professional in this field want to read this piece?” Please contact your instructor if you would like to discuss possible topics that are appropriate. Remember, this is not a term paper and citations are kept at a minimum. Of course, all direct quotes, paraphrases, and research data must be fully cited.

Write your paper according to the JIS Submission Guidelines, which can be found at https://jis-online.org/submission-requirements/. Articles should be between 1,500–2,800 words (around 10 pages). Be sure to review previous issues of JIS to determine the types of articles that are accepted.

Your 10-page paper must be double-spaced using a 12-point font, with full citations and bibliography according to the Turabian style. All papers must be submitted online in the LMS on the due date. Final course grades are due 72 hours after our last live session, so no late papers will be accepted. After receiving feedback on your article, you are encouraged to make any revisions and submit to the JIS for publication. Papers will be read by the managing editor of JIS for consideration by the editorial board, whose members will blind review for possible publication in an upcoming edition of the journal.


Section3:WeeklySchedule

Week1–IntroductionandOverviewofCourseTopics Readings

• Origins of the field and seminal scholars

• Pragmatic needs to theoretical constructs and research

• What is culture? • What is intercultural communication? • Primary and secondary cultures • Realistic cultural empathy • Difference between a culture

generalization and a stereotype • Individual variations

REQUIRED READINGS: Jackson, Ronald. “Mapping Cultural Communication Research.” In The Global Intercultural Communication Reader (pp. 76-91)

Week2–ModelsofCultureTopics Readings

• The Iceberg Analogy • When cultures collide • What is the American culture in the

United States? • Cultural beliefs that may be unique to

Americans • Introduction to the “to do” and “to be”

continuum

REQUIRED READINGS: Weaver, Gary. Intercultural Relations: Communication, Identity, and Conflict:

• Section I, "What Is Culture?" (pp. 1-26) • Hall and Hall, "How Cultures Collide" (pp. 26-34) • Singer, "The Role of Perception in Communication"

(pp. 34-46) Edward Hall. Beyond Culture (pp. 1-152) RECOMMENDED READINGS: Col. Rickey L. Rife. Army War College, “Defense Is From Mars State Is from Venus: Improving Communications and Promoting National Security”

Week3–ModelsforContrastingandComparingCulturesTopics Readings

• In-depth discussion of the “to do” and “to be” continuum

REQUIRED READINGS:


• Ibn Khaldun’s urban and rural model • To ̈nnies’ Gesellschaft and

Gemeinschaft • Hall’s High and Low Context • Hofstede’s Dimensions

Weaver, Gary. Intercultural Relations: Communication, Identity, and Conflict:

• To ̈nnies, “On Gesellschaft and Gemeinschaft” (pp. 47-51)

• Hofstede, “Dimensionalizing Cultures: The Hofstede Model in Context” (pp. 151-164)

Pew Research Center. What Unites and Divides Urban, Suburban, and Rural Communities Edward Hall. Beyond Culture (pp. 1-152) RECOMMENDED READINGS: Vance. Hillbilly Elegy Arlie Russell Hochschild. Strangers in Their Own Land

Assignment:

After learning about Hofstede's dimensions of culture, please visit Hofstede Insights and complete a country comparison with the U.S. and any other four countries of your choosing. Come to class prepared to share your findings.

Week4–TheKhanExerciseandTheMr.SmithSimulationTopics Readings

• An overview of the exercise • Origin • Purpose • Procedure and instructions • Scenario: Initial Encounter with Mr.

Khan • Debrief of Smith and Khan • Scenario: The Furniture Store • Debrief of Smith and Khan

REQUIRED READINGS:


• Intercultural Relations, Section III, “Intercultural Competence” (pp. 77-99).

Week5–Cross-CulturalCommunicationTopics Readings

• Cybernetics model of communication • Nonverbal communication • Thought patterns and communication

REQUIRED READINGS:



• Word game • Hall’s action chains and social

interaction • Greeting and dating • Gender and race in the U.S. and their

influence on communication • Perception

• Intercultural Relations, Section II, “Communicating Across Cultures” (pp. 53-69).

Martin and Nakayama. “Thinking Dialectically About Culture and Communication.” In The Global Intercultural Communication Reader (pp. 190-207).

David Sedaris. Excerpt from Me Talk Pretty.

Sorrells, Kathryn. “Re-imagining Intercultural Communication in the Context of Globalization.” In The Handbook of Critical Intercultural Communication (pp. 171-189).

Week6–CultureShockandReverseCultureShockTopics Readings

• Oberg’s conception of “culture shock” • It’s not a “disease” or “illness” • It’s a psychological reaction to stress • Causes—icebergs, breakdown of

communication, loss of cues, and an identity crisis

• The U-curve of adaptation • Reactions or “symptoms” of culture

shock • Coping strategies • The W-curve of adaptation • Differences and similarities between

entry and reentry adaptation • Causes are similar • Real value of the international

experience


• Intercultural Relations, Section IV, “Cross-Cultural Adaptation” (pp. 115-150).

Oberg, Kalevro. “Culture Shock: Adjustment to New Cultural Environments,” Practical Anthropology, No. 7 (1960): 177-182.

Week7–InterculturalCompetenceTopics Readings

• Important today because of changing demographics around the globe

• Diversity in the United States • Race and identity • Value of diversity • Erroneous assumptions regarding

diversity training • Ethics and intercultural training and

consulting

REQUIRED READINGS: Pusch, Margaret. “The Interculturally Competent Global Leader.” In The SAGE Handbook of Intercultural Competence (pp. 66-84). Molinsky, Andy. “Finding a Cultural Mentor.” In Global Dexterity (pp. 153-162).


• Global dexterity Crutcher, Betty Neal. Cross-Cultural Mentoring: A Pathway to Making Excellence Inclusive, 2014 Speech for the Association of American Colleges and Universities. Yep, Gust. “Encounters with the Other: Personal Notes for a Reconceptualization of Intercultural Communication Competence.” In The Global Intercultural Communication Reader (pp. 339-356). Bennett, Janet M. The SAGE Handbook of Intercultural Competence. Thousand Oaks: SAGE Publications, 2009: One of the following chapters based on groups assignments:

• Chapter 8 - Understanding Africans’ Conceptualizations of Intercultural Competence

• Chapter 9 - An Associative Approach to Intercultural Communication Competence in the Arab World

• Chapter 10 - A Chinese Model of Intercultural Leadership Competence

• Chapter 12 - India: A Cross-Cultural Overview of Intercultural Competence

• Chapter 13 - Interculturality Versus Intercultural Competencies in Latin America

Week8–CultureandIdentityTopics Readings

• What is identity? • Who are you? • Personality development and identity • Third Culture Kids (TCKs) • Multicultural persons • Dualistic perspective of “outsiders” • Expanding definitions of TCKs and

multicultural persons • Generational cultures

REQUIRED READINGS:


• Culture and Identity (pp. 67-181). • Finn, “Third Culture Persons” (pp. 182-189).

Young Yun Kim. “Ideology, Identity, and Intercultural Communication: An Analysis of Differing Academic Conceptions of Cultural Identity” Journal of Intercultural Communication Research, 36:3: 237-253.

Collier. “Understanding Cultural Identities in Intercultural Communication: A Ten-Step Inventory” Intercultural Communication: A Reader 10th Edition (pp. 412-428).


Kwon, Jungmin. “Third Culture Kids: Growing Up with Mobility and Cross-Cultural Transitions” Diaspora, Indigenous, and Minority Education, (2018): 1-10.

Week9–IntersectionalityTopics Readings

• Define intersectionality • Describe types of intersectionality • Difference markers and forms of

oppression • Explore identity conflict • Systems of oppression • Micro and macro levels of discrimination • Hyphenated identities

REQUIRED READINGS: NPR Rough Translation podcast, Brazil in Black and White The Guardian, Is Neymar Black? Brazil and the Painful Relativity of Race Purkayastha, Bandana. “Intersectionality in a Transnational World” Gender & Society, Vol. 26 No. 1, February (2012): 55-66. New York Times, Hyphen-Nation Interactive Project Jackson and Moshin. “Identity and Difference: Race and the Necessity of the Discriminating Subject.” In The Handbook of Critical Intercultural Communication (pp. 348-363). Sorrell. “Intersectionality, Identity, and Positionality.” In Globalizing Intercultural Communication, 2015 (pp. 85-101).

Chavez. “Doing Intersectionality: Power, Privilege, and Identities in Political Activist Communities.” In Identity Research and Communication: Intercultural Reflections and Future Directions (pp. 21-32).

RECOMMENDED READINGS: Collins, P.H. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. Wiarda. Political Culture, Political Science, and Identity Politics: An Uneasy Alliance. Bardhan and Orbe. Identity Research and Communication: Intercultural Relations and Future Directions. Cheong, Martin, and MacFadyen. New Media and Intercultural Communication: Identity, Community, and Politics.


Chua. Political Tribes: Group Instinct and the Fate of Nations. Bayoumi. How Does It Feel to Be a Problem? Being Young and Arab in America. Chua, Amy. How America's Identity Politics Went from Inclusion to Division, The Guardian, March 1, 2018. Assignment: Collaborative Analysis and Discussion of an Issue Paper due.

Week10–AmericanIdentityMovementsTopics Readings

• 1968 – “A Crack in Time” • 1950s – “The ungeneration” • 1965 – A countercultural challenge –

“the prophetic minority” • Nonstandard English and black identity • “Rubberband theory” • 1970s – A return to individualism • The culture of narcissism • 1980s – Throaties, preppies, and yuppies • Generation X, Y, and the “new

millennials”

REQUIRED READINGS: Weaver, Gary. “Whatever!” In Culture, Communication, and Conflict: Readings in Intercultural Relations. (pp. 284-288).

Jasper and McGarry. “Introduction: The Identity Dilemma, Social Movements, and Contested Identity.” In The Identity Dilemma: Social Movements and Collective Identity.

RECOMMENDED READINGS: Connolly. Identity/Difference: Democratic Negotiations of Political Paradox. Wiarda. Political Culture, Political Science, and Identity Politics: An Uneasy Alliance. Bardhan and Orbe. Identity Research and Communication: Intercultural Relations and Future Directions. Cheong, Martin, and MacFadyen. New Media and Intercultural Communication: Identity, Community, and Politics. Chua, Amy. Political Tribes: Group Instinct and the Fate of Nations. Takaki, Ronald. A Different Mirror: A History of Multicultural America. Assignment:


Collaborative Analysis and Discussion of an Issue Presentation due.

Week11–InterculturalDialoguesforSocialChangeTopics Readings

• Political correctness • Brave spaces • Implicit bias • Macroaggressions • Color blind or color mute • Race talk • Nonverbal communication • Storytelling and counter storytelling • Spiral of silence • Naming the Other • Identity capital • Identity contingencies • Identity diplomacy

REQUIRED READINGS: Sue. “To Speak or How to Speak, That is the Question.” In Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race (pp. 112-128). The Atlantic, The Coddling of the American Mind Weiming. “The Context of Dialogue: Globalization and Diversity.” In The Global Intercultural Communication Reader (pp. 496-514). Serekoane, M. “It Is Not What Is Said, But Who Says It: Implications for Classroom Dialogic Education” Athens Journal of Education, 3(2), (2916, May): 173-187. Chen, Yea-Wen. "Public Engagement Exercises with Racial and Cultural “Others”: Some Thoughts, Questions, and Considerations" Journal of Public Deliberation: Vol. 10: Iss. 1, Article 14. Arao and Clemens. “From Brave Spaces to Safe Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice.” In The Art of Effective Facilitation, 2013. Social Media and the ‘Spiral of Silence’ PEW Research Center, 2014. RECOMMENDED READINGS: Capecci and Cage. Living Proof: Telling Your Story to Make a Difference - Essential Skills for Advocates and Spokespersons. Polletta, Francesca. It Was Like a Fever: Storytelling in Protest and Politics Storytelling in Protest and Politics.


Solinger, Fox, and Irani. Telling Stories to Change the World: Global Voices on the Power of Narrative to Build Community and Make Social Justice Claims. Dutta, Mohan. Communicating Social Change: Structure, Culture, and Agency. Banaji and Greenwald. Blindspot: Hidden Biases of Good People. Mendible, Myra. “Imagining Cuba: Storytelling and the Politics of Exile” in Telling Stories to Change the World: Global Voices on the Power of Narrative to Build Community and Make Social Justice Claims. Assignment: Take the Project Implicit Social Attitudes Assessment at Harvard’s Project Implicit website: https://implicit.harvard.edu/implicit/. You can select any task category you like. Come to class prepared to discuss your results.

Week12–CulturalDiplomacyTopics Readings

• How do we define cultural diplomacy? • Who engages in cultural diplomacy? • What forms does cultural diplomacy

take? • What is soft power? • What is the relationship of cultural

diplomacy and nation building? • How do nations conceptualize

diplomacy? • How do cultural products and imagery

support diplomacy? • How does new media influence

diplomacy, image building, and public opinion?

• What is the role of diaspora in cultural diplomacy?

• How can we assess cultural diplomacy efforts?

REQUIRED READINGS: Krenn, Michael. The History of United States Cultural Diplomacy: 1770 to the Present Day, 2017. Conclusion (pp. 149-156). Ang, Isar & Mar. “Cultural Diplomacy: Beyond the National Interest?” International Journal of Cultural Policy, 21:4, (2015): 365-381. Gienow-Hecht. “Nation Branding.” In Explaining the History of American Foreign Relations (2016): 232-244. Isar, Yudhishthir Raj. “Cultural Diplomacy: India Does It Differently” International Journal of Cultural Policy, 23:6, (2017): 705-716. Zachara, Malgorzata. “Private Voices of Public Diplomacy: How Digital Technology Shapes the Image of States and Societies.” In Digital Diversities: Social Media and Intercultural Experience, (2014); pp. 212-229. RECOMMENDED READINGS:


Krenn. The History of United States Cultural Diplomacy. Arndt, Richard. The First Resort of Kings: American Cultural Diplomacy in the Twentieth Century. Gienow-Hecht and Donfried. Searching for a Cultural Diplomacy. Assignment: Come to class prepared to present three takeaways from your Cultural Mentoring Project to the class.

Week13–ForeignPolicyandCultureTopics Readings

• Foreign policy is primarily based upon theory and our perception of reality

• Theories regarding the “nature of man” and how we perceive reality depend on culture

• Do we see the world and life as a “tragedy” or a “melodrama”?

• Impact of Protestantism and dualistic world for Americans

• Angels and devils, heaven and earth, good and evil

• Impact of the mass media on a melodramatic worldview

• Realistic Cultural Empathy – a vital intercultural analytic and communicative skill

• Jervis – international conflict and understanding the intentions of the adversary

• Image theory and foreign policy – enemy image, mirror image, and sophisticated national images


• “Section VI: International Conflict and Intercultural Relations” (pp. 197-210).

• Frank, “The Face of the Enemy” (pp. 210-215). • Keen, “Faces of the Enemy” (pp. 216-218).

Hunt, Michael. “Ideology.” In Explaining the History of American Foreign Relations (pp. 221-240). Iriye, Akira. “Culture and International History.” In Explaining the History of American Foreign Relations (pp. 241-256). RECOMMENDED READINGS: Goldstein and Keohane. Ideas and Foreign Policy. Wiarda, Howard. Culture and Foreign Policy.

Week14–ConflictandNegotiationTopics Readings

• Conflict action chains and negotiation • Rhetorical types and specific

international examples

REQUIRED READINGS:

Ting-Toomey. “The Matrix of Face: An Updated Face Negotiation Theory.” In Theorizing about Intercultural


• Most negotiation theory does not consider culture

• International examples • Crisis negotiation: hostage situations • The Schlosberg principles • Case studies: Munich Games, Hanafi

Siege, and Oakdale Prison Takeover

Communication (pp. 71-92).

Avruch and Wang. “Culture, Apology, and International Negotiation: The Case of the Sino-U.S. ‘Spy Plane’ Crisis” International Negotiation, 10, (2005): 337–353.

RECOMMENDED READINGS:

Liu and Adair. "Intercultural Communication in International Negotiation." In The International Encyclopedia of Intercultural Communication.

Week15–ApplicationsofConceptsandConcludingRemarksTopics Readings

• Review of topics covered in our course • International relations and globalization • The impact of new media • Intercultural relations and international

relations • Universal values? • Issues in the field of scholarly and

applied intercultural relations • Reflections on the future of intercultural

relations as a field of study and application

REQUIRED READINGS: No readings RECOMMENDED READINGS: No readings Assignment: Submit JIS paper.

Section4:Grading&PerformanceMeasures

GradingScale95-100 A Excellent 90-94 A- 87-89 B+ 83-86 B Very Good 80-82 B- 77-79 C+ 73-76 C Satisfactory 70-72 C- 67-69 D Unsatisfactory/Poor Below 67 F Unsatisfactory/Fail

CourseEvaluations


An American University course evaluation, Input from Students on Teaching (ITS), will be sent in either Week 13 or 14 of the course.

Your feedback helps us improve the quality of our courses and instruction. Completing online surveys will take 5-10 minutes, and they are completely anonymous. The survey link will be e-mailed to your AU e-mail address. After you click the link, you will be asked to enter your username and password. After successfully authenticating, you will be presented with all sections with active surveys. You will receive e-mail reminders for surveys that have not been completed.

Attendance Policy

The synchronous sessions are a crucial component of every class in the International Relations Online degree program. Consequently, attendance is mandatory. You will not receive credit for this course unless you ensure that you can participate regularly in these sessions for the entire class period. You are permitted one excused absence per course. You must arrange an absence in advance with the session instructor and make up for your absence by either participating in another synchronous session or viewing the recording of the synchronous section that you missed. Your instructor has the discretion to decide which option is best. Any emergency absence that has not been arranged in advance will be excused only if you provide a note from a physician or a comparable qualified authority who can verify the reason for your absence.


Section5:AmericanUniversityandSchoolofInternationalService

AcademicIntegrityCodeAllstudentsmustadheretoAmericanUniversity’sAcademicIntegrityCode,whichyoucanfindat:http://www.american.edu/academics/integrity/code.cfm.Thecodestates:

“ByenrollingatAmericanUniversityandtheneachsemesterwhenregisteringforclasses,studentsacknowledgetheircommitmenttotheCode.Asmembersoftheacademiccommunity,studentsmustbecomefamiliarwiththeirrightsandtheirresponsibilities.Ineachcourse,theyareresponsibleforknowingtherequirementsandrestrictionsregardingresearchandwriting,examinationsofwhateverkind,collaborativework,theuseofstudyaids,theappropriatenessofassistance,andotherissues.Studentsareresponsibleforlearningtheconventionsofdocumentationandacknowledgmentofsources.AmericanUniversityexpectsstudentstocompleteallexaminations,tests,papers,creativeprojects,andassignmentsofanykindaccordingtothehighestethicalstandardsassetfortheitherexplicitlyorimplicitlyinthisCodeorbythedirectionofinstructors.”

PleasetakeparticularnoteofSectionII.A,whichlistsviolationsadjudicatedundertheacademicintegritycode.Theyinclude:

• plagiarism (i.e., “the representation of someone else’s words, ideas, or work as one’s own without attribution…”)

• inappropriate collaboration (i.e., “when work that the professor presumes is original to the student is in fact the product of collaboration so close that the originality is no longer individual to the student…”)

• dishonesty in examinations (i.e., “the use of inappropriate or unauthorized materials, information, or study aids in a test. Unless the instructor directs otherwise, an examination is assumed to be solely a student’s own work. No communication is allowed among students either through voice, written, electronic, or any other form of transmission, nor are students permitted to consult books, papers, study aids, or notes without explicit permission…”)

• dishonesty in papers (i.e., “submitting material obtained from another person or company or purchased from either. All papers and materials submitted for a course must be the student’s original work unless the sources are cited.”)

• work done for one course and submitted to another (“This category of violation covers the presentation of the same work in more than one course at any time during a student’s academic career without prior consent from both instructors. When incorporating their own past research into current projects, students must cite previous work…”)

• fabrication of data (i.e., “the falsification, distortion, or invention of any information or citation in academic work…”)

• interference with other students’ or scholars’ work (this includes “but is not limited to acts that deny others access to scholarly resources or deliberately impede the progress of another student or scholar…”)

• bribes, favors, and threats (“… with the purpose of affecting a grade or the evaluation of academic performance.”)


• and other academic misconduct (which includes “any form of academic deceit has violated the intellectual enterprise of the university.”)

DiversityandInclusionTheSchoolofInternationalServiceconsidersthediversityofitsstudents,faculty,andstafftobeastrengthandstrivestomakeaninclusiveenvironmentforeveryone.Dimensionsofdiversityincludesex,race,age,nationalorigin,ethnicity,religion,genderidentity,sexualorientation,socioeconomicclass,politicalideology,intellectualandphysicalability,andprimarylanguage.Studentsareencouragedtospeakupandsharetheirperspectivesandexperiences.Thisclassrepresentsadiversityofbackgroundsandexperiences,soeveryonemustshowrespectforothers.IfyoufeelyourdifferencesmayinsomewayisolateyoufromtheSIScommunity,pleasespeakwiththeinstructortohelpyoubecomeanactiveandengagedmemberofourclassandcommunity.

StudentConductCodeToachieveitsends,anacademiccommunityrequirestheknowledge,integrity,anddecencyofitsmembers.Inturn,thecommunityhelpsindividualsdevelophabitsandvaluesthatwillenablethemtopursuepersonalsatisfactionandtocontributetoabetterworld.ThisStudentConductCodeisdesignedtobenefittheAmericanUniversitycommunityandtoassistinformingthehigheststandardsofethicsandmoralsamongitsmembers.Itfosterstheuniversity’scommitmenttoexcellenceandequityandaffirmsthesharedvaluesthatmakecommunitylifepossible.StudentswithallegedviolationsoftheStudentConductCodeshouldcontactStudentConductandConflictResolutionServicestoreceivefurtherinformationondisciplinaryprocedures.

ComputingandCopyrightPolicyThispolicyprohibitsindividualsfromaccessingorattemptingtoaccessanyaccount,file,and/orsoftwareforwhichtheydonothavespecificauthorization.

AllAUfaculty,staff,andregisteredstudentsaregivencomputingandnetworkaccessprivileges.Eachpersonisassignedacomputeraccountcode(userIDorusername)thatprovidesaccesstouniversitycomputingresourcesandsystemsforinstructional,research,andadministrativepurposes.Accesstotheseresourcesisaprivilege,notaright.Resourcesincludenetworks,laboratorysystems,residencehallsystems,librarysystems,facultyandstaffofficesystems,andsoftwarelicensedbytheuniversityoritsagentsforuseonuniversitysystems.

BecausetheentireAUcommunityreliesuponcomputingresourcesandsystemstouseandstoreimportantandconfidentialdata,includingsoftwareandcomputerprograms,itismorallywrongandstrictlyprohibitedforindividualstoaccessorattempttoaccessorviewanyaccount,file,and/orsoftwareforwhichtheydonothavespecificauthorization.Also,itisprohibitedtodisrupt,delay,endanger,orexposesomeone'sworkoruniversityoperations.

Toreviewthecompletepolicy,clickhere.

AdditionalStudentPoliciesForacomprehensivelistofpoliciesinvolvingstudents,clickhere.


AUHolidaysandInclementWeatherTheInternationalRelationsOnlineprogramobservesholidayswhenAmericanUniversityisclosed.Theholidaysthatfallduringacademictermsfortheprogramare:

• MartinLutherKing,Jr.Day(thirdMondayinJanuary)• MemorialDay(lastMondayinMay)• AmericanIndependenceDay(July4)• LaborDay(firstMondayinSeptember)• AmericanThanksgivingHoliday(fourthThursdayandfourthFridayinNovember)Note:InaugurationDay(January20intheyearfollowingaU.S.presidentialelection)willnotbeobservedbytheInternationalRelationsOnlineprogram.

Shouldascheduledsynchronousclasssessionfallononeoftheholidaysabove,facultymembersmayreschedulethesessionorassignalternateworkattheirdiscretion.

IntheeventofauniversityclosingordelayduetoalocalizedweathereventintheWashington,DC,metroarea,InternationalRelationsOnlineclasssessionswillcontinueasscheduled.

EmergencyPreparednessIntheeventofadeclaredemergency,AmericanUniversitywillimplementaplanformeetingtheneedsofallmembersoftheuniversitycommunity.Shouldtheuniversityberequiredtocloseforaperiodoftime,wearecommittedtoensuringthatallaspectsofoureducationalprogramswillbedeliveredtoourstudents.Thesemayincludealteringandextendingthedurationofthetraditionaltermscheduletocompleteessentialinstruction.Specificstrategieswillvaryfromclasstoclass,dependingontheformatofthecourseandthetimingoftheemergency.Facultywillcommunicateclass-specificinformationtostudentsviatheInternationalRelationsOnlinelearningmanagementsystem,whilestudentsmustinformtheirfacultyimmediatelyofanyabsence.Studentsareresponsibleforcheckingregularlyandkeepingthemselvesinformedofemergencies.

HelpDesk

Forremotesupport,studentscane-mailhelpdesk@american.eduorcall202-885-2550.Foron-campusassistance,visitthetechnologysupportdeskinBenderLibrary.

AdobeConnectLiveSessions

AdobeConnectonlyrequiresthatstudentshaveanInternetconnection,awebbrowser,andAdobeFlashPlayerversion10.1orgreatertoattendawebconference.AdobeConnectsupportsnearlyanyoperatingsystem,includingWindows,Macintosh,Linux,andSolaris,aswellasmostwidelyusedbrowsers,includingInternetExplorer,Firefox,Safari,andChrome.

WhileitispossibletorunalivevideosessionandaconcurrentVOIPsession,itmayleadtosuboptimalaudioqualityforsomeusersduetobandwidthconstraintsintheirlocalconnection.Itisthereforerequiredthatstudentshaveaccesstoalandlineorcellularphonelinetoensureaudiosessionqualityduringlivesessions.Toll-freedial-inaccesstotheaudioconferencefunctionisavailable.Theuseofaheadsetisrecommendedduringliveclasssessionsinordertominimizebackgroundnoiseandensureclearcommunication.


Theuseofmobileandtabletdevicesforlivevideosessionsisstronglydiscouraged.Whilelivesessionswillfunctiononthesedevices,thereareissueswithstreamingmultipleparticipantfeedsthatresultinaless-than-optimaluserexperience.

Whenlogginginforthefirsttime,studentswillrunatechchecktomakesuretheircomputersmeettherequirements.Ifanewerversionofsomethingisneeded,thetechcompatibilitycheckwillallowstudentstoinstallitatthattime.

OnlineCampusTechnologySupportIfyouhaveanyquestionsabouttechnologyrequirements,the2IROnlineCampus(OC),ortheAdobeClassroom,pleasecontactyourStudentSupportAdvisoratmailto:[email protected].

2IR:Locatedat2ir.ironline.american.edu,thisisthestudentportalusedduringtheprogramforcourseinformation,announcements,classdirectories,andmanymoreresources.Asidefrome-mail,thisistheprimarywaytheInternationalRelationsOnlineprogramofficecommunicatesupdates.Itisagoodpracticetocheckthe2IRportaleveryday.StudentSupportisavailable24hoursaday,sevendaysaweekinordertohelpwithallquestionsandissuesrelatedto2IR.IfstudentsneedsupportandcannotaccesstheOC,StudentSupportcanbereachedbycalling1-855-307-AUIR(2847).

VirtualComputingLabTheVirtualComputingLab(VCL)isavailableforonlinestudents.1TheVCLallowsstudentsandfacultytoaccessvarioussoftwareapplications(SPSS,STATA,Nvivo,etc.)remotely.YoucanlearnmoreabouttheVCLhere:http://www.american.edu/vcl/index.cfm.

AcademicServices

AcademicAdvising

Uponeachstudent’sentrytotheprogram,he/sheisassignedanAcademicAdvisor.YourAcademicAdvisorcanhelpmakesenseofhowyourindividualclassesfitintotheoverallpictureofyourdegree.Ifyouhavequestionsaboutyourpathtodegree,yourrequirements,wanttotakeadvantageofanynontraditionalacademicoptions(e.g.,studyabroad,internships),orneedhelpconnectingtoanon-campusoffice,youshouldcontactyourAcademicAdvisordirectlyorreachouttothegeneralironlineadvising@american.edue-mailaddress.

AcademicSupportandAccessCenter

1PleasenotetheVCLhaslimitedlicensesavailableandcouldhaveaccesswaittimesduringhighusageblocksthroughouttheyear(i.e.:midterms,finalexams,projectdeadlines,etc.).Studentsexpectingtorelyheavilyuponaparticularsoftwarepackagetocompletecourseworkareencouragedtopurchaseadedicatedlicense.


TheAcademicSupportandAccessCenter(ASAC)supportstheacademicdevelopmentandeducationalgoalsofallAmericanUniversitystudentsandiscommittedtoprovidingaccessforindividualswithdisabilitieswithintheuniversity'sdiversecommunity.

DisabilityAccommodations

Toaccessacademicaccommodationsduetoadisability,studentsmustfollowathree-stepdocumentationprocess.Step1:Submitdocumentationofyourdisability.(DocumentationmaybeuploadedaspartofStep2.)

GeneralDocumentationGuidelines

DocumentationGuidelinesforaLearningDisability

Step2:CompleteandreturntheStudentAccommodationsQuestionnaire.

Step3:Call202-885-3360toscheduleanappointmentwithanASACcounselor.Studentsintheonlineprogramshouldspecificallysay,“IamintheInternationalRelationsOnlineProgram,andIneedtoscheduleatelephoneintakefordisabilityaccommodations.”

AcademicSupportandLearningResources

TheASACalsohostsavarietyofsupportforstudents.Allstudentscanmeetwithacounselortodiscusstimemanagement,learningstrategies,notetaking,andeffectivereadingskills.Toscheduleatelephoneappointmentwithacounselor,pleasecall202-885-3360.Studentsintheonlineprogramshouldspecificallysay,“IamintheInternationalRelationsOnlineprogram,andIwanttoscheduleatelephoneappointmentwithacounselorfor(note-takingskills,effectivereading,timemanagement,etc.).”TheASACalsohoststheWritingLab,whichisavailabletostudents.

LibraryResources

AllBenderLibraryresourcescanbeaccessedathttp://www.american.edu/library/.Thelibraryoffersonlinetutorialsandaccesstoresearchlibrarians.ThebusinesslibrarianattheBenderLibrarycanbereachedat202-885-3245.

Informationofparticularrelevancetoonlinelearnerscanbeaccessedathttp://www.american.edu/library/services/online.cfm.

LibraryTutorial:http://subjectguides.library.american.edu/infolit

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