GLST220: Intercultural Communication & Engagement

11/08/2019 to 04/16/2020 • Modified 06/24/2024

Course Description

This course will explore principles for effective intercultural communication and cultural competency. Students will evaluate the cultural values that have influenced their experience and will learn to identify and navigate other cultural values and worldviews.

Rationale

As followers of Jesus take the command to make disciples of all nations seriously, it is essential that they have a strong grasp of the gospel message that they intend to communicate, know how to engage diverse populations who are in need of the message, and know how to effectively communicate the message, in context, across a variety of cultural backgrounds.

Course Assignment

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (3)

The discussions are collaborative learning experiences that give students the opportunity to encourage one another along his or her CQ journey. Therefore, the student must post an initial thread of at least 400 words for each discussion. Then the student must post 2 replies to his or her peers’ thread of at least 200 words each. Discussion topics include The Power of Story, Cultural Experiences or Movie Reviews, and CQ in the Marketplace. Two of the Discussions are reflective and experiential in nature. The third discussion requires the student to review a scholarly article and apply the principles learned to his or her future career. (CLO: B, C ; FSLO: CIL 1-4, CGE 2)

CQ Assessment Assignment

The CQ Assessment Assignment gives a snapshot of the student’s current Cultural Intelligence Skills. The purpose of taking this assessment is to raise self awareness and guide the student in reflecting on his or her scores. (CLO: A; FSLO: CIL3, CGE 1)

CQ Journal Assignments (2)

The student will submit two 400–800-word journal entries which guide him or her to reflect on his or her cultural intelligence scores, set measurable goals and action steps for improving his or her CQ, and assess his or her progress through the course as the student participates in activities and experiences which will help him or her to practice effective intercultural communication. (CLO: A, D; FSLO: CIL 2, CGE 2, 3, 5)

Gospel Communication Project Assignments (3)

The Gospel Communication Project allows each student to apply the principles of Cultural Intelligence to a specific cross-cultural evangelistic encounter. In this 3-part project, the student will research cultural elements which will affect a person’s understanding of the gospel message, apply the cultural intelligence capabilities to plan for communicating effectively with a person from a specific culture, and present the story of God through video.

1) Cultural Intelligence Research Assignment: In this assignment, the student will reflect on his or her CQ drive and then gain CQ knowledge by doing research. The student should choose a country to research from one of the 10 cultural clusters that is a significantly different culture than his or her own. In this project, the student will use the cultural intelligence framework to discuss CQ Drive and gain CQ knowledge by assessing the elements of communication, cultural systems, and cultural value orientations of the person. (CLO: B, C, D; FSLO: CIL 1–4, CGE 1, 2)

2) Grand Narrative Outline Assignment: The student will assess what he or she has learned in the CQ Research Assignment about a specific culture to create an outline of the Grand Narrative (with applicable scripture references) to show what he or she will say when he or she shares the story with someone from the selected culture. The student will articulate ways each part of the story can be contextualized to a specific culture. (CLO: C, D; FSLO: CIL 1–3, 5, CGE 3)

3) Grand Narrative Video Assignment: The student will create a 5–10-minute video presentation where he or she shares the story of the Grand Narrative using the outline created in the Grand Narrative Outline Assignment, making sure to include all major elements of the story from the list provided. The purpose of this assignment is to practice communicating effectively across cultural boundaries. The student should focus on communicating effectively and should practice good oral communication skills (presentation, intonation, clarity of speech, etc.). (CLO: D; FSLO: CIL 2, CGE 3)