Evergreen State College



The Essential Ingredients of Intercultural CompetenceSpring 2016Doormat: Welcome (1998)Do Ho Suh (Korean 1962-)The Museum of Modern Art, New York This program’s study of intercultural competence examines the variables, or “ingredients,” that make up one’s ability to develop styles and attitudes that lead to successful interactions with persons of diverse backgrounds with respect to values, beliefs, history, and behaviors. These ingredients arise from a number of spheres of influence that may be studied through psychology and human development. The study of cultural competence also requires the examination of a number of related topics such as morality, social justice, politics, anti-oppression, cultural identity, body awareness, cognition, and media. Students will be expected to contemplate consciousness and introspection in order to understand identity and its intersection with inter- and intrapersonal communication.? The program will integrate studies from diverse but complementary disciplines. Some segments of it might be described as the equivalent of conventional courses, but even those will be integrated into the whole program in a way that continually stresses the integration of information. A primary purpose of the program is to help students learn to bring together materials from many sources and fields, integrate them with considerable critical thought, and apply them to the real world. It is expected that students will work hard to develop these skills. Faculty Office Phone e-mail Heesoon Jun LAB II 2267 867-6855 junh@evergreen.edu Stephanie Kozick SEM 2 D 4106 867-6439 kozicks@evergreen.eduFaculty Office Hours – By Appointment Weekly Activity and Room ScheduleMondaysWednesdaysThursdays9:00-12:00 Lecture/Workshop SEM 2 C21051:00-2:30 Lecture/WorkshopSEM 2 C21052:30-3:00 Movement WorkshopCRC 3149:00-11:00 SeminarSEM 2 C3105SEM 2 C210911:00-12:00Community MeetingSEM 2 C31059:00-12:00 Media/DiscussionSEM 2 C31051:00-2:30 Lecture/WorkshopSEM 2 C31052:30-3:30 Movement WorkshopCRC 314Readings:Social Justice, Multicultural Counseling, and Practice: Beyond a Conventional Approach (Heesoon Jun 2009)Together: The Rituals, Pleasures and Politics of Cooperation (Richard Sennett 2012)The Spirit Catches You and You Fall Down (Anne Fadiman 1998) Attendance, Participation, and Credit: The curriculum in this program includes learning events that rely on full participation of all members in this learning community. Do not miss any learning activity—when you are not present at a learning activity input is lacking---your input. Your full presence relies on arriving on time with good will toward others, being prepared for discussions, and being observant of others who need help. Being amiable and supportive to your colleagues in discussions and group workshops is one way to achieve intercultural competence. The program is a studio of sorts that offers practice in open and respectful dialogue and other interactions. Covenant: The program covenant, distributed at the start of spring quarter must be carefully read, signed, and kept at hand. Program Journal: The purpose of this assignment (do not confuse it with program notes that you take while reading, viewing films and participating in other in class learning activities) is to reflect weekly on the meaning you are deriving from the program curriculum. It’s best to set a regular time at the end of each week to sit quietly, reflect, and write about aspects of the week’s learning. What was most meaningful? What inspired you? What furthered your understanding of intercultural competence? What further inquiry, research, and learning activities have you pursued because of the week’s academic work? Obtain a notebook devoted to this journal writing project. Write a full (500 word minimum) entry each week. Bring notes to class since your seminar faculty may ask to see your journal at any time. You will submit the journal for evaluation purposes at the end of the quarter.Seminars: The weekly seminar is a time to share insights and perspectives, ask questions, and cite specific text for deep analysis concerning the assigned reading(s) of the week. You must arrive having engaged in deep reading of the material and prepared with topics and concepts for discussions. Seminars demand careful listening to others so that you may respond to others in earnest. Arrive at the seminar with the required, assigned response work. Reading Responses: Writing and Visual Representations: Each seminar reading requires a thoughtful response. Responses to readings in this program will take the form of essay writing or visual representation work as shown in the schedule below. Arrive at the Wednesday seminar with a completed response. Essays in weeks 3 and 6, and the dialogue in week 8 must be two page, double spaced, 12 font Times New Roman (APA style) compositions that inform the reader on a central point of inquiry about intercultural competence identified by you, the writer. Do not just review the readings; reflect on the meaning of the reading through an identified concept, metaphor, or theme. Visual representation responses in week 2 and 4 will conform to program assignment medium, and week 7 is student choice medium: drawing, sculpture, painting, multimedia, etc. If in doubt, confer with your seminar faculty. Week 1 In seminar writing activity on an overarching concept identified in the reading.Week 2 Visual Representation: CollageWeek 3 Formal essay on readingsWeek 4 Visual Representation: AssemblageWeek 6 Formal essay on readingsWeek 7 Visual Representation: Student choice of MediumWeek 8 Dialogue between Richard Sennett and Anne FeldmanWeek 9 Formal Integration PaperLearning Summary Group Meetings: Each student will become part of a learning summary group intended for discussion of program material and assignments, writing critique, and support for each other’s ideas and academic work during scheduled learning summary group meetings. Your attendance at?learning summary group meetings?is as important as other aspects of the program. There may be credit loss for non-attendance just as for lectures, workshops and seminars. There are at least two learning objectives (1) learning to honor and respect your peers as much as your faculty (deconstructing hierarchical thinking) and (2) learning to “participate collaboratively and responsibly in our diverse society” which is one of the Expectations of an Evergreen Graduate. When you are absent or late you are hindering every member’s learning, including your own. You are a vital member of your group. You are required to work together for?at least 1.75 hours?on in-depth processing of your weekly learning and receiving and providing feedback to each other. Inconsistent attendance or tardiness will be reflected in your evaluation. Part of the learning summary group is completion of Mindfulness Practices Sheets that logs your time together. Only mindfully completed sheets will be accepted in order to nurture mindfulness and self-respect. The syllabus has the meeting schedule at 3:30-5:00 on Thursday, but you may arrange an agreed upon time between the Thursday time and Sunday evening of that week, notify faculty of this change. Your first meeting in week two is a time to formally share a prepared talk about the traditional and contemporary features of your culture. So your first Mindfulness Practices Sheet will include that activity. Deliberating Global Fine Art: Each student will search online fine art museum sites to select an important piece of fine art that will further the program’s inquiry on the importance of art in the ongoing life aim of intercultural competence. Choose an artist’s work of fine art (the art piece is owned by a major world art museum) that will inspire deliberation about global cultures. The image should be at least 350 pixels to enable clear resolution for a Power Point slide. If you do not have PowerPoint computer access, do this work at the Computer Center. Make a PowerPoint slide with these specifications: Image size: 4.5 X 8.5 with full text caption in Calibri 16 font that includes the title of the work, year of completion, artist, country of origin, and birth/death dates, medium of work, dimensions, and museum site where the art piece is housed. Send your Power Point slide to kozicks@evergreen.edu by midnight Wednesday, May 4. Also, be prepared to offer two minutes of additional information about the artist, work, or style. Slide configuration example:And the migrants kept coming 1940-41Jacob Lawrence (American 1917-2000)Casein tempera on hardboard12” x 18"The Museum of Modern Art, New York CityArt Museum Field Trip: On Thursday of week 4 there will be an all program field trip to visit the Tacoma Art Museum, The Washington State Historical Society, a Korean market, and dining at a Korean restaurant (be prepared to pay for a meal). The trip’s aim is an intercultural experience allowing viewing of American art and icons, understanding the history of Washington State immigration, and the experience of Korean cuisine. Third Place Field Study: This project will introduce students to an aspect of community identified as “the third place” by Ray Oldenburg in his book The Great Good Place (1991). Third places are community social spaces such as cafes, clubs, bookstores, parks, even barber shops and hair salons, any social meeting place that is not the home (the first place) or the school or workplace (the second place). You will receive a worksheet for will clarify this project to be conducted with your Learning Summary Group during week 5 of the quarter. When you and your group decide on a third place to conduct your observations, also take a picture of the place, prepare a PowerPoint slide and send to kozicks@evergreen.edu by Monday of week 6. On Thursday of week 6 (May 5), Third Place Field Study groups will present their findings in a 15 minute presentation to the program.Understanding Global Societies Project: The work in this project takes in the concept of community-based learning and action, and the aims of service learning. You will be introduced to this project during week 3, and then during week 5 you will spend time with your Learning Summary Group at an assigned community location for specific project work. The group will reflect on the experience and write a group report, as well as individual journal entries. Each Learning Summary Group will present a report on the project in a 15-minute presentation to the program: week 8, Monday May 16. Final Integration Essay: Refer to your program journal to recall the “big ideas” that you identified throughout the quarter concerning the program curriculum. Choose a main idea, concept, or topic that connects the quarter’s learning activities for you: the readings, media, workshops/lectures, fieldwork projects, research, visual representations, and deliberation of images. This writing assignment activates the process of making connections among the learning activities and classroom interactions that have transformed your intercultural competence. The goal of the “integration” paper is to demonstrate what you learned from the program and to demonstrate your ability to learn and reflect from peers’ feedback. The faculty is required to evaluate your academic achievement at the end of the quarter. Please provide concrete evidence of your learning by citing sources from seminar books, lectures, learning from specific reflective learning assignments, workshops, field projects, in-depth processing of the program material with your learning summary group, and other program readings and activities. Try to cite at least one source from each program book and/or chapter we have covered to articulate what you learned from the program books. Choose a particular point to discuss and state the author’s or speaker’s evidence on this point, not your personal opinion by referencing to the lectures, seminar books, workshops, and small group work. Cite direct sources in American Psychological Association (APA) style. For example,One’s ability to differentiate one’s observation from one’s opinion is an essential component of good communication (H. Jun, personal communication, September 30, 2015). “Mine emphasizes that connection to others involves skill….the two skills I’ve highlighted are experiment and communication” (Sennett, 2012, p. 13).The Integration paper should be a maximum of 1200 words and a minimum of 900 words (double space, 12 Times New Roman font size, and 1 inch margin). In publications, authors are usually allowed only a few pages to discuss several months of their full-time work. Use “word count” under “Tools” and put the total number of words next to your name on both the back of the last page and on the front title page. Put the date at the top of the “integration” paper. An outline or an incomplete paper is an insult to your group members because it limits their ability to give feedback. Please practice mindfulness to show your respect to you and your learning summary group members and commitment to learning. For the final integration paper you need to incorporate the feedback you received during the integration paper peer review session in week 8 and attach the learning summary group members’ feedback copies with your final paper. Make sure your peers print and sign their names on their feedback copies. Bundle peer feedback incorporated paper (on the top) and peer feedback drafts with a paper clip or staple. We will give 0 to papers not meeting the requirement. The final edition of your integration paper and feedback bundle is due Thursday May 26 at 9:00am in a hard copy submitted to your seminar faculty.Group Creative Integration Project Presentations Week 10: This is an opportunity to share your group’s integration of the quarter through a creative medium. It has to be?your group’s own original work during the quarter and it has to be connected to the quarter’s program content (be specific).? It can be a writing, performance, music (your group’s own original), play, three dimensional artwork, visual images, narrative movement, carpentry, painting, etc.Your group’s work will not be judged on the basis of hierarchical, dichotomous and linear perspectives. It will be evaluated on the basis of a holistic perspective with emphasis?on your group’s own process and originality. So, do not be anxious on the basis of your own self-judgment. All of us are creative and the learning from the program is your group’s process?of meaning making. This is an opportunity to?transcend your and your group’s inappropriate?old myths. Make sure you spend equal amount of time, effort and share expenses as a group member. Introduce your theme to the learning summary group before deciding the theme of the final group creative project. Give brief written feedback to each learning summary group for its creative project presentation. Use forms from the program website.Concrete Strategies: The purpose is for you to access your inner-self by writing honestly without screening. They can be hand written or typed. Your faculty will check to see whether you have completed the assignment but will not read in order to create safe environment for your transformation. FLAGS-Evergreen Program to achieve the following goals:1. To gain wider perspectives and cultivate flexible and creative global minds to readily adapt to a new culture and an international environment.2. To participate in various activities offered in a Liberal Arts education setting. 3. To understand multiculturalism and enhance intercultural competence.4. To provide the opportunity to communicate with those from various cultural backgrounds.5. To develop practical English proficiency by acquiring practical communicative skills in a foreign country. Students are requested to speak English with each other during the week in order to attain English proficiency. Expectations of an Evergreen graduate:Be mindful of these Expectations as you work in our program. Discuss your progress toward these goals in your self-evaluation and during your conferences with faculty.1. Articulate and assume responsibility for your own work.2. Participate collaboratively and responsibly in our diverse society.3. Communicate creatively and effectively.4. Demonstrate integrative, independent, and critical thinking.5. Apply qualitative, quantitative, and creative modes of inquiry appropriately to practical and theoretical problems across disciplines.6. As a culmination of your education, demonstrate depth, breadth, and synthesis of learning and the ability to reflect on the personal and social significance of that learning.Class Schedule and Learning ActivitiesWeek 1 March 28 – 31Monday9:00-12:00 Introduction of program participants, Liberal Arts, and The Essential Ingredients of Intercultural Competence 1:00-2:20 Language (pp. 232-236): arrive having read Jun’s chapter 9 (pp. 232-236) and a written response to Concrete Strategies on pp. 235-236. Workshop: Intercultural Communication and “These Associations” 2:30-3:00 Mindfulness Movement Workshop Wednesday10:00-12:00 Seminar: Together (Sennett) Preface and Introduction (pp. ix -31); 1:00 The Essential Ingredients of Intercultural Competence Welcoming Celebration! Thursday9:00-10:30 Whole Group Discussion: Intrapersonal Communication; Values, Beliefs, and Biases (arrive having read Jun’s chapters 1 & 2 and prepare the notebook described in Concrete Strategies on pp. 25-26) 10:30 -12:00 Lecture: Differentiating interpersonal and intrapersonal communication 1:00-2:20 Workshop: Deliberating Images, “Paradox of Place,” and Visual Representations 2:30-3:30 Conceptual Movement Workshop Week 2 April 4 - 7Monday9:00-12:00 Workshop: What is Culture1:00-2:20 Lecture/Workshop: Differentiating multicultural, intercultural and cross-cultural studies Assessment of your values, beliefs, and biases (arrive having read Jun's chapter 3 and written response to concrete strategies on pp. 65-68; pp. 68-69, #1-2; p.72; pp.82-83, #1-2; pp. 86-90.2:30-3:00 Mindfulness Workshop: Korean Calligraphy Wednesday10:00-12:00 Seminar: Together (Sennett) Part One, Cooperation Shaped (pp. 35-129) 1:15 - 3:15 SEM 2, A1107 Day of Absence Workshop: Why the White Cube is White: The Segregation of Art/History (Lisa Sweet) Thursday9:00-10:30 Whole Group Discussion: Racism (arrive having read Jun’s chapter 4 and a written response to Concrete Strategies on p.110 & p. 26; 31; 32; 34) 10:30 -12:00 Spheres of Influence 1:00-2:20 Differentiating Racism, Prejudice, Systematic and Internalized Privilege and Oppression Spheres of Influence 2:30-3:30 Conceptual Movement Workshop 3:30-5:00 Learning Summary Group Meetings See descriptive information above) Week 3 April 11-14Monday9:00-12:00 Workshop: Erik Erikson—Eight Ages Discussion: Intercultural relevance of Erikson’s theory of psychosocial development 1:00-2:20 Workshop: Classism [arrive having read Jun’s chapter 7 and a written response to Concrete Strategies on p. 181 (from #1 to #5)]2:30-3:00 Mindfulness Movement WorkshopWednesday9:00-11:00 Seminar: Together (Sennett) Part Two, Cooperation Weakened (pp. 133-195)11:00-12:00 Community Meeting: Introducing the Understanding Global Societies Project Thursday9:00-12:00 Film/Discussion: “Everyone Rides the Carousel” 1:00-2:20 Workshop: Sexism (arrive having read Jun’s chapter 5 and a written response to Concrete Strategies on p. 150)2:30-3:30 Conceptual Movement Workshop Week 4 April 18 - 21Monday9:00-12:00 Journal Workshop: Guest presenter: Marilyn Frasca1:00-2:20 Workshop: Third Places and Introduction to Third Place Field Study2:30-3:00 Mindfulness Workshop Korean CalligraphyWednesday9:00-11:00 Seminar: Together (Sennett) Part Three, Cooperation Strengthened (pp.199-280)11:00-12:30 Media: Richard Sennett on Cooperation????????????? Thursday FIELD TRIP: meet at parking lot C to board the yellow bus at 9:00 a.m.Week 5 April 25-29Midquarter individual evaluation conferencesEvergreen students be prepared to discuss your revised Academic Statement Field Work: Third Place Field Study & Understanding Global Societies ProjectWeek 6 May 2-5Monday9:00-12:00 Lecture & Workshop: Other "Isms" (arrive having read Jun’s chapter?9 and a written response to Concrete Strategies on pp. 229-230; p. 240; pp. 241-242; pp. 247-248; p. 251#3; p. 258 -259 #2 (a), (b), & (c)?1:00-2:20 Workshop: Family Configurations 2:30-3:00 Mindfulness Movement WorkshopWednesday9:00-11:00 Seminar: The Spirit Catches You and You Fall Down (preface to p. 92) 11:00-12:00 Community Meeting Thursday9:00-12:00 Third Place Field Study Presentations1:00-2:20 Workshop: Heterosexism (arrive having read Jun’s chapter 6 and a written response to Concrete Strategies on p. 154; 157; 159 )2:30-3:30 Conceptual Movement Workshop Week 7 May 9 - 12Monday9:00-12:00 Student Presentations: Deliberating Global Fine Art1:00-2:20 Workshop: Abelism (arrive having read Jun’s chapter 8 and a written response to Concrete Strategies on p. 208 & p. 214)2:30-3:00 Mindfulness Workshop Korean CalligraphyWednesday9:00-11:00 Seminar: The Spirit Catches You and You Fall Down (pp. 93-180)11:00-12:00 Community Meeting Thursday9:00-12:00 Media: Conceptions of Time1:00-2:20 Workshop: The Gaze 2:30-3:30 Conceptual Movement Workshop Week 8 May 16-19Monday9:00-12:00 Learning Summary Groups Present Reports on Understanding Global Societies Project 1:00-2:20 Processing the Program so far…2:30-3:00 Mindfulness Movement WorkshopWednesday9:00-11:00 Seminar: The Spirit Catches You and You Fall Down (pgs. 181-303)11:00-12:00 Community Meeting Thursday9:00-12:00 Student Choice: Shared Culture Presentations1:00-2:20 Workshop: Culturally Appropriate Assessment (arrive having read Jun’s chapter 13 and a written response to Concrete Strategies on pp. 347-348, questions #1 & #3 only)2:30-3:30 Conceptual Movement Workshop Week 9 May 23 - 26Monday9:00-12:00 Film: Spring, Summer, Fall, Winter... and Spring? ? ?? ?? ?? ??? ? (Ki-duk Kim 2003)1:00-2:20 Deconstructing Inappropriate Thinking Patterns (arrive having read Jun’s chapter 10 and a written response to Concrete Strategies on p. 272 and p.273)2:30-3:00 Mindfulness Workshop Korean CalligraphyWednesday9:00-11:00 Multiple identities and their intersections (arrive having read Jun’s chapter 12 and a written response to Concrete Strategies on pp.320-321 & p.321 questions #1 &#2)11:00-12:00 Community Meeting Thursday Integration Essay Due at 9:00 am9:00-12:00 Group Creative Project Presentations 1:00-2:20 Group Creative Project Presentations2:30-3:30 Workshop: Writing your self-evaluationWeek 10 May 30 – June 2Monday (No class, Memorial Day)Wednesday Closing Celebration June 6 - 10EVALUATION WEEKDo not make any travel plans until you have signed up for an evaluation conference appointment.Arrive at your conference with a self-evaluation and faculty evaluation ................
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