This is an introductory course to the processes and principles of intercultural communication (discourse between diverse peoples). This semester we will look primarily at cultures within the United States. We will analyze cultural factors and variables of Intercultural Communication (perception, language, verbal and nonverbal systems, values, attitudes, beliefs) and how they are expressed.  We will examine skills and competencies necessary to increase our intercultural communication effectiveness.

 Course Relevance:

Because we live in a society that is increasingly interconnected with visual, audio and computer communications, and the resulting awareness of the interdependence between diverse peoples, the ability to share and understanding meaning with others of differing backgrounds grows in its importance.  The larger social, economic, and political influences certainly play a part in these changes, but the fundamental level of contact is in person-to-person communication.  Thus, this course holds great value for the learner wishing to expand their repertoire of communication skills, especially as these skills are used to connect with others in spite of cultural obstacles. 

Preview of course assignments:

1.        Text Chapter Summary (2 @ 200 pts.):  In groups designated by the instructor, learners will summarize the content of a chapter within the textbook and share that with the rest of the class.  A written summary will be required as well, which will be distributed to the class.

2.        Film Analysis (100 pts.):  Learners will analyzed and evaluate the content of a film of their choice in terms of its cultural themes, messages and values.  A brief summary of this analysis will be shared with the class.

3.        Cultural Experience (200 pts.):  Learners will be in pairs or groups of three and immerse themselves in a cultural experience that is other that what they are used to, reflect on that experience, then write up their field notes into a paper.  Those experience will be shared with other member in class in small groups.

4.        Value Analysis: Others (100 pts.):  Learners will evaluate the congruence of values and beliefs of another person or persons, as either individuals or as a corporate body.  Those field notes will be shared with other members of class.

5.        Value Analysis: Self (100 pts.):  Learners will evaluate the congruence of values and beliefs of themselves.  Those field notes may be shared with other members of class (if the person wishes to do so).

6.        Travel Dossier (100 pts.):  Learners will construct a dossier of information, cultural factors and influences, brief historical background, and other relevant data for use as a traveling handbook for others.  They will choose the culture/country.  These will be shared orally in class with other students.

7.        Reflection Paper (200 pts.):  A reflection paper is assigned that examines the various experiences, lessons, principles, and new ideas that the student was exposed to during the course.  It is a summative paper, and should reflect the student’s best writing, best thinking, and best organizational abilities.  This paper is designed to give learners the opportunity to (1) apply the course material to their experience, (2) reflect on the experience of being in other cultural contexts, and (3) make decisions about their future behavior in similar circumstances.  A high level of writing ability is expected in this paper; it is recommended that the student successfully complete a basic English composition course before attempting this course.  College-level writing is expected in this course for all assignments.

Lustig, Myron W. & Koester, Jolene. (2006). Intercultural Competence: Interpersonal Communication Across Cultures, 5 ^th ed.  Boston, MA: Pearson.

About the professor, Dr. Fox

Dan Fox, Ph.D. joined Monterey Peninsula College in Fall of 2002.  He currently serves as the chair of the Department of Speech Communication. His academic path: 1. Southwestern College (A.A., 1988), then to 2. San Diego State University (B.A., 1992), 3. California State University, Chico (Single-Subject & Multiple-Subject teaching credentials, 1994), and 4. Southern Illinois University at Carbondale (M.S., 1995, Ph.D., 1999).  He is currently doing post-doc study with Master's Divinity & Graduate School for the D.Min. His teaching path: 1.  High school instruction in northern California (part-time over two years). 2.  Four years as a graduate teaching assistant at SIUC. 3.  Adjunct faculty at Mira Costa College (Oceanside, Ca.) and Southwestern College (San Diego). 4.  Three years as an assistant professor at CSU Fresno. 5.  Monterey Peninsula College.  Now a tenured professor of Speech Communication and Department Chair.

My Approach to Teaching & Learning

I take a more active approach to teaching, based largely on (1) the research indicating that students are more engaged in the learning process when they can do so ACTIVELY, and on (2) my own experience as a student, where I found myself learning more, with greater enthusiasm, and greater mastery of skills when I actively engaged the subject matter in relevant ways.

Methods that fit within the Active Learning area might include Problem Based Learning (PBL), case method, simulations, role plays, person-to-person team problems, experiential tasks, cooperative learning (small groups), service-learning, field experiences, games, oral presentations, and discussion leading formats.  Of the active strategies, Problem Based Learning is a favorite, since it engages learners with real problems (or simulated ones) and challenges them to become better decision-makers, workmates, and problem-solvers.

More to come
more to come