Updated 8/2007
Fall 2007
CRN TERM SUBJ CRSE SEC CREDITS
92322 200609 HDFS Cross-Cultural Development 295 A 3.000
INSTRUCTOR(S) DAYS TIME BUILD ROOM
Smith, Sherwood Seminar TR 1230-0145pm L/L- A102
COLLEGE: College of Education & Soc S DIVISION:
DEPARTMENT: Integrated Professional Studies
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SYLLABUS
August 2007
TITLE |
Course Number: |
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TIME |
12:30 p.m. to 1:45 p.m. Tuesdays & Thursdays |
Location: |
L/L A102 |
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DEPARTMENT OF INTEGRATED PROFESSIONAL STUDIES: |
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HUMAN DEVELOPMENT & FAMILY STUDIES (HDFS) PROGRAM |
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Instructor |
Sherwood Smith |
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Email Address |
Sherwood.Smith@uvm.edu |
Phone Number |
656-8833 |
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Office Location |
Room 203, Allen House (Center for Cultural Pluralism) |
Office Hours |
9:00 am to 11:00 pm Thursday |
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FOCUS |
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The course focuses on the impacts of different cultures on human development in general and the implications for Western theories of human development. We seek to understand the impact of culture personally and professionally as it relates to the field of human development
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"All truths pass through three stages, first it is ridiculed, second it is violently opposed, third it is accepted to be self evident." Schopenhauer |
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“The most distinctive mark of a cultured mind is the ability to take another’s place, and see life and its problems from a point of view different from one’s own.” A.H.R. Fairchild |
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COURSE TEXTS: |
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Title |
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1 |
Althen, Gary . American Ways: A Guide for Foreigners in the United States. Intercultural Press, Inc. Yarmouth Maine. 2003
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Text |
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2 |
Gardiner, Harry & Kosmitzki, Corinne. Lives Across Cultures: Cross-Cultural Human Development, 3rd Edition. Allyn and Bacon. 2005
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3 |
Brislin, Richard. Understanding Culture’s Influence on Behavior 2nd Edution Harcourt College Publishers,NY 2000 |
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* Articles & videos to be distributed/shown in class or on reserve at Bailey-Howe Library |
Articles |
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[Selected event as part of the course or for extra credit:] |
Assigned |
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Course Objective: |
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The objective is for us all to gain a better ability to critically analyze our own meaning of culture for human development, for our work, and the processes from which our meanings are constructed. |
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Course Goals: · Examine some of the values, behaviors, beliefs, and customs that are associated with his/her own cultural heritage |
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· Broaden and enrich one's understanding of human development issues related to cross cultural developmental themes |
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· Analyze critically the dynamics of cultures as they are manifest within ourselves, our work, and our institutions |
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· Reflect upon the influence of his/her own heritage, values, beliefs, and attitudes on day-to-day interactions with, expectations of, and judgments about the individuals and families with whom he/she interacts; and |
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· Begin to identify a path(s) of action (personal and/or professional) congruent with beliefs, values, and cultural insights. |
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SYLLABUS NOTE: |
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Readings and assignments may change to better match the current events or new relevant materials available. Assume that some change will occur. Handouts in class are more current than the original draft for the syllabus. |
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Syllabus is also on-line at: http://www.uvm.edu/~ssmith3/SYLxcf06.htm |
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Expectations: |
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Students are expected to be on time and prepared for class discussions and presentations. Individuals are expected to be actively involved in the class. Everyone is expected to contribute toward providing a climate of open and productive interactions with the shared goal of increasing awareness and fostering critical thinking. Examples are cell phone off or on silent, attending to speakers, sharing resources and maintain academic integrity. (Academic Integrity: http://www.uvm.edu/~cses/?Page=ah.html&SM=ahmenu.html) |
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Policy on late papers Unless arrangements are made prior to the due date, papers are due at the beginning of the class period. Late papers (after the due date) will be lowered one grade and must be submitted by the next class. Thereafter, the paper may not be accepted.
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Particular Needs or Situations: |
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Students with particular needs should inform the instructor so that arrangements can be made. Special situations that conflict with class attendance are to be discussed in advance. Instructor can be reached by phone or e-mail.
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COURSE COMPONENTS:
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I. |
Attendance & Participation (30 points)
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This is a major part of the class. It involves not just speaking, but coming to class having done the reading, helping others to be involved and attendance. You cannot get above a “C” the course if you miss over 20% of the class sessions. Missing 50% of the classes can result in an “F” for the course
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Course Role Plays: (part of participation) |
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For certain readings, you might be asked to become the author for the article or book and speak from his/her position as cogently and honestly as you can. You are expected to be concise and true to your role. I realize you do not know the authors or their cultures, but are pretending to be them given the information you have. |
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Criteria: Speakers were able to clear define their viewpoint Speakers used examples and/or data to support their position Speakers acted as if they believed and cared about their position Speakers demonstrated knowledge of the material and understanding of theories Creativity and originality should be shown |
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II. |
Short Assignments (20) |
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You will be asked to write 4 short papers. A total of 20 points will be given for all four assignments. Each paper will be given a letter grade and the grades averaged for the total points.
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1 |
Definitions Exercise (5 points) Due 30 August |
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2 |
Museum Paper (TBA) (5 points) Use only I& E Write a one page paper discussing links to specific course concepts. |
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3 |
To Be Announced (5 points) Reflection on event TBA ( use only I & E from DICE) |
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Reflection Paper (5 points) Due Dec. 4th Assess your learning outcomes and summarize your overall assessment of the course.
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III. |
Culture Assessment (CA = 10+20+40+10=80 points)
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The goal of this individual project is for you to develop awareness and understanding of your own socialization concerning a culture and to present this information on your learning process to the class.
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Student should examine a culture of which they are not a member in regards to these four guiding questions: (These questions are to be addressed using the Format Details below) - What aspects of culture(s) are focused on as part of your assessmentt? - Is only a dominant culture perspective or view given? - Are there more accurate or critical ways to present the cultural issues? - How is the culture constructed and maintained? - Note: Give examples that support your points throughout. |
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Format for CA: 12 pages of text (double spaced and 12 point font) |
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Format Details: |
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1. |
Briefly explaining your choice of theme(s) and method of presentation |
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2. |
State your findings regarding the four points (part A) and give evidence to support your statements from the research you have done on the literature and scholarship related to your topic. You must have 5 research articles & 3 other outside sources for a minimum total of 8 references cited. . |
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3. |
Give your insights on a weekly basis regarding this study. This should demonstrate your ongoing thinking about the theme and include examples. This project should cover at least 5 weeks or interactions, which ever is longer. Address these four questions: A. What is the issue related to human development in the context of culture you will explain/explore/address? Explain cultural context and current situation using data. This is a brief summary of the topics relationship to the course and current data on the culture.
B. What is your understanding of the culture and issue? What are your sources of information (research /experiential) references/research? Describe the culture’s area(s) of focus for you (What parts are you looking? What will you not address? Explain your reasoning..)?
C. Given the readings, research, and your analysis discuss your finding(s) regarding this culture (Be specific as to cultural points of comparison to theories and ideas use in the course itself. Show you can use the course concepts in complex correctly and as complexly as possible).
D. Assess the learning outcomes (course goals & objective) and summarize your overall assessment of the CA process. Give both your cognitive and affective responses.
E. Annotated Bibliography for 8 references and rest in APA format |
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DATES |
CA DUE DATES: |
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13 Sept. |
2 page outline of proposal: pages can be text and/or outline (10 pts) |
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16 Oct. |
Updated outline plus evidence of work on parts 3A & 3B (20pts) |
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13 Nov |
Final Paper in class C and D (40 pts) |
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27/29 Nov |
Presentation of results to class (10pts) --- reverse Alpha order by last name |
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IV. |
Two Pairs’ Cross Cultural Papers: [(15 for the each papers (30 pts) and 10 for one presentation) for a total of 40] |
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Due: 27 September and 25 October |
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During the course of the semester I hope you will attend events that involve cultural groups other than your own. However, two events involve structured papers #1…One of the events will involve viewing (outside of class) of the movie (VID 2232) Daughter From Danang. It is available at Bailey-Howe Library and possibly local video stores ( ex. Off The Waterfront). Must be viewed by October 4, 2007.
#2 This paper is based on an event either cultural in nature or involve a presentation focused on another cultural population outside of class time. Passive watching of movies or videos is not acceptable unless there is a structured discussion following. Try to find event that are open to the public. You will have a presentation on the event outside for the class.
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Pair’s Paper Formats: 4 pages - DICE = Describes, Interprets, Contrasts & Emotions
D = Describe briefly your understanding of the event’s major activities or behaviors. This should give me the major point(s) defining what happened. It is a brief statement of what happened without interpretation or explanation.
I = Interpretation of the events(s) from the culture of the group and from your own cultural perspectives. You must use the course materials (references) to support your interpretation(s) with theory, models and/or other references
C = Clearly explain and define differences and similarities for yourself as compared with your partner(s) in regards to this cultural experience.
E = Emotion related to the experience should be discussed. Did your feelings change over time? Discuss your feeling before during and after the event. What was the source of your feelings? How did your emotion impact your experience of the event? Focus this section on feelings only, not logic. Do not use the words: “I think/thought.” |
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Presentation: 10 points The "presentation" is to our class. You need to show work as pairs for in the presentation. Use the DICE model as an outline for the presentation (15 minutes max. = 10 minutes for presentation plus 3-5 for Q/A) Presentation is on event you attended.
The "assessment" should show: D & C = cross cultural insight and understanding, E = demonstrate self-awareness , Overall format be well organized, stays within time, clear * You should also work to make it interesting / be creative. The grade will be based on the criteria above and not on the artistic quality of the "work/act” so be creative |
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Final Exam: XX December, 2007 at 8:00 AM You will be asked to explain the cultural issues within a time limit. ( 20 points) |
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VI.
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Bonus Points: Due 29 November in the Blue Book Attending up to 3 cultural events ( If you wish) that are not of your own cultural tradition or multicultural educational programs you can earn up to 10 points (3 points for each plus 1 for attending 3 events) · You must give me proof of attendance (flyer, ticket, or similar item) and 2-3 pages written statement:(A) how it relates to the course concepts and themes (Be specific) (B) what you learned from attending the event or why you did not · Record each of your events in your Blue Book ( hand-in on the last class of November) |
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Evaluation Summary |
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Evaluation of Written Work Does the writer: 1) Present a clear, focused thesis?
2) Demonstrate an understanding of the key concepts?
3) Provide appropriate substantiation (e.g. examples, research findings, and references) for generalizations and/or conclusions made?
4) Presents her/his ideas in an orderly and effective way?
5) Please type and double space all papers and use 12 point size type.
6) Use appropriate references (APA) and does not plagiarize (see Cat’s Tale) |
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Paper Assessment Details1. Each point listed should be covered. Label each point as a heading in each assignment. 2. Quality in analysis of each point is the goal. Work for clarity and focus on specific points and evidence that support your points. High quality work will clearly discuss the cultural issues from experiential and/or theoretical positions. 3. Demonstrated understanding of cultural issues as shown through references to theories, reading or videos. Quality work clearly linked to specific examples to references for the texts or other class materials that could support your viewpoint and serve as examples for the course concepts being discussed. 4. If you use references a bibliography must be attached. All direct quotes must be referenced appropriately or points will be deducted. Please use APA style. Note: APA = American Psychology Association website = http://apastyle.apa.org/ 5. Points will be deducted for spelling & grammar errors, especially, repetitive errors. |
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GRADING SYSTEM |
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Sample Grade Range: Total possible points 0 to 250 (addition of 10 bonus points = 260)
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A = 100-90 B
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C = 77-70
D = 67-60 F = 57-0 +/- Grading: based on overall final points as necessary |
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Plus/Minus Grading Scale:
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ASSIGNMENT GRID:
Assignments are due on the date listed. Late papers will be marked down (within one week) after that they may not be counted as not done. Please tell me of problem in advance. Assignments subject to some change due to changes in content or schedule
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DUE DATE |
ASSIGNMENT |
FORMAT |
Points |
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Attendance &
Participation |
engagd w/ course
academic manner |
30 |
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30 August |
Definitions list & Paragraph |
Form and/or 1 page paper |
5 |
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10 September |
Last Day to Add/Drop |
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13 September |
Outline / Proposal CA |
1 page text and 1 page grid |
10 |
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27 September |
Pairs #1 |
Paper 4 pages |
15 |
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9 October |
Test |
Written with crib sheet |
20 |
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TBA paper |
2 page paper |
5 |
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16 October |
CA 2nd draft |
Paper & research (annotated bibl) |
20 |
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26 October |
Last Day to Withdraw |
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25 October |
Pairs # 2 |
Paper 4 pages |
15 |
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30 October |
Pairs Presentation |
oral |
10 |
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TBA |
Museum Paper |
2 page paper |
5 |
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13 November |
Final Project CA |
12 page paper (4 parts A/B/C/D) |
40 |
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29 November |
3 Bonus Activities |
Hand-in Blue Books (no required) |
~10 |
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27&29 November |
CA Presentation |
Oral |
10 |
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4 December |
Reflection Paper |
1 page paper |
5 |
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December |
Final Exam |
Paper written in classroom |
30 |
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Whole course |
participation |
Sharing, supporting, questioning,… |
30 |
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TOTAL ESTIMATE = total pts + 10 |
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COURSE CONCEPTS and MODELS GRID: This grip lists some of the important ideas that are present in this course. These are terms you should be able to use accurately.
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Sherwood’s List |
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Gardiner & Kosmitzki |
Althen |
Brislin: |
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Culture General |
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Culture |
Values |
Ethnocentric |
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Culture Specific |
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Socialization |
Communication Style |
Inoculations (training) |
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Bennett’s Model |
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Growth |
Reasoning |
Attribution |
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Maslow’s Model |
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Development |
Family Life |
Expectancies |
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Space |
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Language |
Education |
Individual & Collective |
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Verbal |
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Cognition |
Religion |
Personality |
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Non-verbal |
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Self & Personality |
Media |
Context |
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Categorization |
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Sex and Gender |
Social Relationships |
Emic & Etic |
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Differentiation |
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Social Behavior |
Racial & ethnic Diversity |
Reliability & Validity |
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Time |
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Family |
Gender Roles |
Socialization |
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Status |
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Health |
Hygiene |
Stereotypes |
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Power (Brisln Chap 8) |
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Developmental Niche |
Driving, Shopping, Studying & Business |
Prejudice Function Form Interventions |
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Hierarchies |
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Ecological Model (B) |
Friendship |
Culture Common |
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Roles |
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Erikson’s Stages |
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Culture Specific |
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Hofstede’s Consequences |
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Kohlberg’s Stages |
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Culture & Gender |
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Culture Shock Model |
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Cross Cultural Development: Tues/Thurs, 01230-0145pm
HDFS 295A Class Schedule FALL 2007 28 August
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Month |
Date |
Assignment(s) Due |
Guests/video |
Items Due |
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28 TU |
Class overview, exercises & discussion |
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30 TH |
Althen (A) =i-1 Brislin (B) =i - 31 |
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Definition Paper Due |
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Sept |
4 TU |
On-line: 100% American Globalism v. Multicultural Issue Do We Need a Common Am. Id. Development of Intercultural .. |
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6 TH |
Althen:= 1-54 |
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10 MON |
Add/Drop Deadline |
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11 TU |
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13 TH |
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Video: |
CA Outline paper due |
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18 TU |
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20 TH |
On-line: Culture Shock Development of Intercult (repeat) |
Dr. C. Ginger |
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25 TU |
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27 TH |
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Video (Cashing ) |
Pairs Paper #1 due |
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October |
2 TU |
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4 TH |
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9 TU |
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Test in class |
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11 TH |
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16 TU |
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CA Paper #2 due |
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18 TH |
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23 TU |
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25 TH |
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Pairs Paper #2 due |
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26 FRI |
Last Day to Withdraw |
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30 TU |
Presentation of Pairs Event |
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Nov |
1 TH |
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6 TU |
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8 TH |
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13 TU |
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15 TH |
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CA final paper |
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20 - 22 |
Thanksgiving Recess = no class |
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20 TU |
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22 TH-27 TU |
CA Presentations to class (15 minutes each) |
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Presentations |
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29 TH |
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Blue Books -Bonus pt |
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Dec |
4 TU |
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6 TH |
Last Class: review session |
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Evaluations |
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Dec |
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Final Exam: HDFS 295 A 92373:
Exam 08:00 - 11:00 AM, Tues., Dec, 11 2007; L/L-A A102 |
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Crib Sheet & pen |
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HDFS 295:
Presentation: Pairs
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Presentation: CA Paper
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Comments |
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____________________________________________________________________________________________
HDFS
295 -
Fall 2007
Museum Visit/Reflections [5 points for one-page paper non-graded]
Each person must ensure that they’ve viewed the exhibit at the Flemming Museum prior to our visit (date identified below). Upon completion of our class visit, you will write a one-page reflection paper that explores the connections to other course topics, themes, and materials.
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On-line assignment |
Museum and National Cultural Property: The Parthenon Marbles by A. Gazi |
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one page paper: |
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Interpetation & Emotion |
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