International Cultural Services
EDLD 407/507: Fall 2003
EDLD 407/507 (2 credit hours) CRN:u-g /grad Mondays 5:00 - 6:50 p.m.*
Ginny Stark, Director Coordinator—GTF to be announced
Office phone: 346-1203 Office phone: 346-1333
E-mail: [email protected] E-mail: [email protected]
Office hours: By appointment Office hours: To be decided
Overview of Course
The purpose of the ICSP Seminar is to:
1. To prepare new International Cultural Service Program (ICSP) participants for presentations in local
schools and in the community;
2. To provide information for ICSP participants on such topics as public speaking, planning
presentations, U.S. culture(s) and intercultural communication;
3. To provide a support structure for ICSP participants as they adjust to their responsibilities on the
4. To provide an opportunity for new ICSP participants to interact with U.S. teachers and students in
order to enhance cultural self-awareness and knowledge of U.S. culture(s).
Class sessions are planned to provide a supportive environment for new ICSP participants to interact with
each other, the program directors, and returning participants. It is intended that activities and assignments
will contribute to the improvement of participant skills and confidence related to public presentations.
(*Some Mondays class will begin earlier or require earlier availability)
- ICSP Participant Handbook
- ICSP Course packet (available in UO Bookstore)
1. Regular class attendance, ICSP full group retreat, participation, completion of course readings and
2. Cultural diversity written assignment
3. Presentation/lesson plans* due week 6.
4. Practice present a short version (20 minutes) of a presentation about your country you might do in a
5. Attend a presentation done by your mentor.
6. Academic plan due during week 10.
The assignments are designed to have you react and interact with the materials and activities of the course
on a continuous assessment basis. In this way, it is hoped that students, as well as ICSP staff, will benefit
by constantly reflecting on the direction the course is taking. Students are encouraged to openly and
critically discuss their observations.
Topic for Presentation/lesson Plans* (due week 6):
Write lesson plans for two presentations you might give. One lesson plan should be for an elementary
school audience and one should be for a high school audience. Your lesson plans should include
•detailed descriptions of each activity
•the amount of time you plan to devote to each activity
•3 major messages you want the audience to remember from your presentation.
If you have handouts please include copies of them. Be specific in how you will use any visual aids. If you
will show/share artifacts or clothing from your country, describe why you are sharing them and how they
reflect your culture.
Finally, remember that any presentation should not be more than about 20 minutes to keep your audience
Practice Presentations (weeks 8, 9 & 10)
In-class practice presentations, video-taped, peer critiques, followed by analysis with ICSP Coordinator or
Academic Plan (due in class week 10)
Meet with your academic adviser and develop a term-by-term schedule of the courses you plan to take until
you graduate. This assignment is designed to familiarize you with the UO academic requirements and to
help you organize your overall academic plan for the time you are at the University of Oregon. We
understand that the schedule you submit during this class will only be tentative. However, the general
planning process will help you achieve your academic goals.
The seminar is offered on a Pass/No Pass option only. A passing grade will be based on completion of
assignments, attendance, and participation in class activities. There will be no final examination for this
Week 1 Sept. 29 (4:00 Photo Session)
Introduction to ICSP, program overview and procedures, teambuilding
Week 2 Oct. 6 Session with ICSP returnees
Discussion on making ICSP presentations.
Model presentation from a current ICSP student.
Lane Educational Service District (ESD) teacher comments
Week 3 Oct. 13 Orientation/Meeting with public school teachers at ESD offices
Be at meeting place in front of the Library promptly at 3:45 p.m. for transportation to
We will arrive back to campus around 7:30 p.m.
Week 4 Sat. Oct. 18 Retreat - Presenting one's culture:
-Content: What do people want to know?
-Methodology: How do people like to learn?
Public speaking: Practical tips
Lesson planning and organizing presentations
Discussion of readings (Barna, Althen & Grove in course packet)
Week 5 Thursday, Oct. 23 UO Foundation Trustees event
Week 6 Oct. 27 Intercultural communication and cultural differences
BARNGA-Crosscultural communication simulation
Developmental model of intercultural sensitivity
Discussion of readings (Hyman, Kabagarama, Blohm & Osborn in packet)
Presentation Plan due
Week 7 Nov. 3 Discussion of Cultural Diversity
Week 8 Nov. 10 Student presentations & 20th Anniversary Presentations (Nov. 11, 12, 13)
Saturday, Nov. 15 20th Anniversary Panel discussions & Dinner performances
Week 10 Nov. 24 Student presentations
Special attention to unfinished topics
Academic plan due.
Class wrap up and evaluation
If you have a disability related accommodation need, please call Disability Services at 346-1155.
List of Course Packet Readings
• Althen, Gary (1983) The Communicative Style of Americans. In The Handbook of Foreign Student Advising. Intercultural
Press, pp. 176-179.
• Barna, LaRay M. (19??) Stumbling Blocks in Intercultural Communication. In Intercultural Communication: A Reader,
Samovar & Porter, eds. Wadsworth Publishing Company, pp. 345-353.
• Blohm, Judith M. & Michael C. Mercil (1982) Presenting your YFU Experience - Handout 12. In Planning and Conducting
Re-Entry Orientations. Youth for Understanding, Washington D.C., pp. 197-202.
• Grove, Cornelius Lee & the members of the U.S. staff of AFS International/Intercultural Programs (1984) "A Fondness for
Ice Water: A Brief Introduction to the U.S.A. and its People"
• Hyman, Eric. (1996) Metaphor, Language, Games, Cultures. In Reflections on Multiculturalism, ed. Robert Eddy.
Intercultural Press. Pp. 47-62.
• Kabagarama, Daisy (1997) Culture: The Molder of Human Behavior. In Breaking the Ice: A Guide to Understanding
People from Other Cultures, Needham, MA: Allyn & Bacon, pp.14-27.
• Osborn, Michael & Susan (1994) Introducing Yourself and Others. In Public Speaking, Houghton Mifflin Company, pp. 35-
This course will be taught in compliance with UO and COE guidelines;
a. Respect for Diversity: In this course, class discussions, projects/activities and assignments will challenge
students to think critically about the impact of cultural, religious, gender, race, socioeconomic, physical
and cognitive ability, and sexual differences. Students will be encouraged to develop or expand their
respect and understanding of such differences.
b. Student Conduct: COE Policy Regarding Termination of Students from Programs is contained in the COE
Academic Policies and Procedures Handbook in Section A. According to this policy, students can be
terminated from programs for three types of reasons: behavioral, academic and legal/ethical. Each
program is responsible for developing a specific set of policies in regard to student termination. In
addition, the COE termination policy is contained in the UO Bulletin.
c. Students with Disabilities: Appropriate accommodations will be provided for students with documented
disabilities. This documentation must come in writing from the Disability Services in the Office of
Academic Advising and Student Services. To obtain this document contact Molly Sirois at 346-1155 or
[email protected] If you have a documented disability and require accommodation, please meet
with the course instructor within the first two weeks of the term.
- Related pdf books
- "Diversity, Communication and Facilitation"
- Coquitlam Students Please Note
- Undergraduate Program Section III Undergraduate Leadership ...
- Listening to radio plays: fictional soundscapes
- Ethnic Diversity Affairs Committee (EDAC)
- Educational Foundations Major Application
- DRAFT SYLLABUS
- University of Oregon College of Education
- Special Education Admissions
- The Journal of Acoustic Ecology
- The Journal of Acoustic Ecology
- "The Niche Hypothesis"
- Popular epubs
- Syllabus Cambridge International A & AS Level Economics Syllabus ...
- Syllabus Cambridge IGCSE Development Studies Syllabus code 0453 ...
- Syllabus Fall Syllabus
- Syllabus Cambridge O Level Environmental Management Syllabus code ...
- DRAFT SYLLABUS---FOR ADVANCE PLANNING ONLY FINAL SYLLABUS WILL BE ...
- Syllabus Cambridge O Level Principles of Accounts Syllabus code ...
- Sample Syllabus Note that this syllabus is from an earlier ...
- Course Syllabus (Note: This syllabus will remain in a tentative ...
- LRC 5. EXAMINATION SYLLABUS LRC 5.1 EXAMINATION SYLLABUS FOR THE ...
- GEOGRAPHY OPTION SYLLABUS GEOGRAPHY OPTION SYLLABUS FORM 5
- UNIV 188A Syllabus 2009 101.doc
- Thematic Work Group Inter- and Multicultural Co-operation