PSYC 233 – Special Topics: Cross-cultural Studies in Psychology - 3 Credit Hours
COLL 377 – Study Tour Experience - 1 Credit Hour
This is a special topics course in cross-cultural studies in psychology. A 13 day Study Tour Experience of Mexico from May 10-24 follows this spring 2009 Course.
Storti, C. (2001). The art of crossing cultures. (2nd.). Yarmouth, ME: Intercultural Press.
Price, W. F. & Crapo, R. H. (2002). Cross-cultural perspectives in introductory psychology.
(4th ed.). Pacific Grove, CA: Wadsworth.
Selected readings from the Journal of Cross-Cultural Psychology. (Provided by instructor)
American Psychological Association. (2001). Publication manual of the American Psychological Association. (5th ed.). Washington, DC: Author.
This course is divided into three sections, each with specific objectives.
General Course Objectives.
PRE-TRAVEL PHASE:
Objectives:
o Reading:
a Students will read specified pages in Storti’s The art of crossing cultures.
b Students will select and read 5 essays from Price and Crapo’s Cross-cultural perspectives in introductory psychology.
c Students will read journal articles selected by instructor
o Writing:
o Presentation:
a Students will prepare a tentative “story board” for a travel portfolio, due at the end of the course. The travel portfolio could be presented as a collage, PowerPoint presentation, photo-journal, or other type of visual media presentation. Preparation might include the following:
· Places for at least 25 photos/slides
· Places for sketches
· Placement of interview text.
· A map or guide for the visual/intellectual recording of the trip.
· A list of materials that will be needed to present this portfolio in the post-travel phase.
b Students will create and record in their travel journal, a list of at least 10 pre-trip perceptions and/or expectations which will be validated or rejected during or after the trip. Include in the list those beliefs, fears, and questions that you expect to find used in the culture visited and record in your travel portfolio. Pre-travel perceptions/expectations may include, but are not limited to, the following:
· Questions related to personal, group, and social adaptation.
· Observations about group dynamics and group formation
· Feelings related to preparation/anticipation
· Personal reactions.
· Culture v. Country shock
· Coping with stress
· Emotions related to the decision to go
· Observation of the effects of de-individuation on self and others.
· Dealing with the “Tourist” attitude
· What are we to the culture we visit?
· How do we treat the culture?
TRAVEL PHASE: Begins on May 10, 2009.
Objectives:
o While overseas, the instructor will attempt to validate, correct, and/or modify perceptions/expectations formed during the pre-travel phase and will help develop an understanding of the host country’s culture by creating daily “trigger” questions or assignments to address the perceptions/expectations formed.
o Students will maintain a journal with daily notations that are supported by:
a Observations
b Interviews (a minimum of 3 required)
c Interviews conducted must be with a native of the host culture and documented with either a voice/video recording, written record, and photograph
d Instruction from travel guide and faculty member
o Student’s daily journal entries should also include subjective references to general travel experiences such as:
a Contradictions and Dichotomies
b Travel delays and unexpected events
c Details of human behavior
d Surprises arising from cultural variation in expression
e Best cultural experiences
f Finest/poorest meals
g Suggestions for future travelers
h Humorous anecdotes
i. Whenever possible, journal entries should include comparisons between the host culture and your own.
o Students should continue to work on gathering materials for travel portfolio
o Student’s daily journal should include a minimum of 10 entries that cover the pre-travel, travel, and post-travel phase.
POST-TRAVEL PHASE: Students will enroll in the COLL 377 Study Tour Experience Credit
Objectives:
o The student will incorporate the information gathered during travel into a travel portfolio designed as a critical reflection of their learning experience. Portfolio entries will satisfy the following requirements:
o Students will present a visual knowledge base presentation (slide show, video-tape, PowerPoint, collage, hypermedia, portfolio, etc.) from the cross-cultural experience. Students may integrate music, art, poetry and personal interviews into the presentation.
o Students will submit a cross-cultural journal from the trip for review by faculty.
o Students will write a cross-cultural summary paper which highlights the reflections made as a result of the travel experience. This paper should be typed in a professional style and submitted with the visual presentation.
OVERVIEW OF COURSE REQUIREMENTS:
Reading: Book/Journal Reviews
Creative Work: Story Board (Preconception/Outline for travel portfolio)
Daily assignments: Recorded in academic travel journal: Pre-trip perceptions, daily questions, interviews, and collected materials for presentation.
Presentation: Travel Portfolio
Writing: Reflection Paper
COMPUTING YOUR GRADE:
Your grade is based on the following point system plus active participation:
5, 2 page essays @ 50 points each 250 points possible
2 journal reviews @ 50 points each 100 points possible
Daily Journal @100 points 100 points possible
1 presentation of portfolio @ 100 points 100 points possible
1 reflection paper @ 200 points 200 points possible
TOTAL: 750 points possible
B = 90%+ C = 80% - 89% D = 70% - 79% F = 69% or less
Teacher Expectations
In this course a grade of A will be earned by first establishing the points for a B. Students wishing to earn an A must demonstrate consistent, active participation in the discourse surrounding the topic as we travel. In order to be consistent you must regularly contribute insights and engage in inquiry related to the topic. In order to be active, you must participate. Students sometimes ask, “Why should I have to participate in class?” The answer is simple. You have to communicate in life and the ability express critical views is a good indicator of understanding. Participation is a fundamental attribute of citizenship and scholarship and is particularly important when crossing cultures. Participation in any academic seminar counts for a significant part of the co-construction of knowledges.
You may be interested to know what your instructor believes constitutes high quality participation. To earn the active participation status, a student must contribute substantive content to the rest of the class in the course of study. For example, by citing materials from the text or from journal articles that directly relate to the content under consideration a student may earn this status. A student may also achieve this status by asking thought provoking questions, providing insightful responses to the questions of others, and by facilitating the discourse of others during the course of the seminar. When you travel across borders into new cultures, you are an ambassador for your own culture. Be aware of the impression you make on others, it is the view they will have of your country.
Class Policies
You are expected to follow Columbia College rules of conduct, show consideration for others, demonstrate integrity in your academic work* and participate with enthusiasm. As this is a course involving travel, you are expected to work as a team, to protect the safety of your fellow travelers. Avoid engaging in behaviors that put yourself or others at risk, take responsibility to lead when necessary and keep a positive attitude. Most important of all, you should behave in a manner that reflects well on the College and your country.
Information for Americans with Disabilities
Students with documented disabilities who may need classroom academic adjustments or auxiliary aids and services are required to register with the ADA Coordinator, Missouri Hall, room 233, 573-875-7626.
Academic Honesty
Columbia College expects you to fulfill your academic obligations through honest and independent effort. In a community of scholars committed to truth, honesty in our academic efforts supports the code of ethics by which we live and is considered the standard by which all students and faculty are held accountable. Dishonesty in academic work is grounds for being dropped from the course with a failing grade. Don’t hesitate to ask me if you have questions about what is right and what is wrong.