INST 110I: INTRODUCTION TO INTERNATIONAL ENGAGEMENT FALL 2017 INSTRUCTOR CLASS SCHEDULE CONTACT Days of Week Time Place E-Mail Phone Office Hours Dr. Quirino [key-reno] de Brito T&Th 2:00-3:15 P.M. OCNL 237 [email protected] csuchico.edu 898-3251 Tuesday: 5-5:30 P.M.; Thursday: 3:30-5:30; and by appointment ARTS 333 Catalog Course Description The nature of study, work, volunteering, and travel abroad. Emphasis on an exploration of the self as an integrated physiological, social, and psychological being while living abroad. Students learn to differentiate between personal, cultural, and universal patterns in order to develop greater understanding of themselves and people of other cultures. International Studies Pathway Catalog Description International Studies is about the exploration of the world's cultures, languages, and institutions and their diverse traditions and common interests.  The International Studies Pathway encourages appreciation of the world's cultural diversity and recognition of the common issues that contemporary societies face.  Students develop comparative perspectives of ethical, sustainable, and socially responsible institutions.  This Pathway requires students to develop cross-cultural understanding, technical skills, and pre-professional experience relevant to the globalizing world of the 21st century.  The International Studies Pathway is appropriate for students interested in international business, culture, arts, politics, and economics. Students are encouraged to study abroad as part of the International Studies Pathway, and under certain circumstances, may apply up to 18 units toward the interdisciplinary GE Pathway Minor in International Studies.  Students interested in applying credit from study-abroad experiences to the interdisciplinary minor should consult with the Study Abroad Office and the International Studies GE Coordinator before departure. Global Development Studies Pathway Catalog Description When you graduate from CSU, Chico, you will enter an increasingly interdependent and competitive global marketplace in which people, ideas, and merchandise cross national borders at a rate unprecedented in human history.  The Global Development Studies Pathway is for students who want to learn more about the people and issues of the developing world, where close to ninety percent of the earth's population resides.  Courses explore the cultural expressions and histories of a vast range of societies and groups underrepresented in standard U.S. curricula, including much of Asia, Africa, the Islamic world, and Latin America.  Students in this Pathway examine contemporary issues such as food production and food scarcity, economic inequality, the struggle for women's rights, ethnic and religious conflict, and nationalism.  They also learn how people in developing countries have mobilized to confront the legacies of colonialism-including uneven development and environmental destruction-and establish and .

1. INST 110I: INTRODUCTION TO INTERNATIONAL
ENGAGEMENT
FALL 2017
INSTRUCTOR
CLASS SCHEDULE
CONTACT
Days of Week
Time
Place
E-Mail
Phone
Office Hours
Dr. Quirino [key-reno]
de Brito
T&Th
2:00-3:15 P.M.
OCNL 237
[email protected]
csuchico.edu

2. 898-3251
Tuesday: 5-5:30 P.M.;
Thursday: 3:30-5:30;
and by appointment
ARTS 333
Catalog Course Description
The nature of study, work, volunteering, and travel abroad.
Emphasis on an exploration of the self as an integrated
physiological, social, and psychological being while living
abroad. Students learn to differentiate between personal,
cultural, and universal patterns in order to develop greater
understanding of themselves and people of other cultures.
International Studies Pathway Catalog Description
International Studies is about the exploration of the world's
cultures, languages, and institutions and their diverse traditions
and common interests. The International Studies Pathway
encourages appreciation of the world's cultural diversity and
recognition of the common issues that contemporary societies
face. Students develop comparative perspectives of ethical,
sustainable, and socially responsible institutions. This Pathway
requires students to develop cross-cultural understanding,
technical skills, and pre-professional experience relevant to the
globalizing world of the 21st century. The International Studies
Pathway is appropriate for students interested in international
business, culture, arts, politics, and economics. Students are
encouraged to study abroad as part of the International Studies
Pathway, and under certain circumstances, may apply up to 18
units toward the interdisciplinary GE Pathway Minor in
International Studies. Students interested in applying credit
from study-abroad experiences to the interdisciplinary minor
should consult with the Study Abroad Office and the
International Studies GE Coordinator before departure.

3. Global Development Studies Pathway Catalog Description
When you graduate from CSU, Chico, you will enter an
increasingly interdependent and competitive global marketplace
in which people, ideas, and merchandise cross national borders
at a rate unprecedented in human history. The Global
Development Studies Pathway is for students who want to learn
more about the people and issues of the developing world,
where close to ninety percent of the earth's population resides.
Courses explore the cultural expressions and histories of a vast
range of societies and groups underrepresented in standard U.S.
curricula, including much of Asia, Africa, the Islamic world,
and Latin America. Students in this Pathway examine
contemporary issues such as food production and food scarcity,
economic inequality, the struggle for women's rights, ethnic and
religious conflict, and nationalism. They also learn how people
in developing countries have mobilized to confront the legacies
of colonialism-including uneven development and
environmental destruction-and establish and protect political
and human rights. In short, this Pathway gives students the
knowledge and the tools to engage the broader global
community successfully and responsibly.
General Education
This course fulfills the requirements for Area E (Lifelong
Learning) for both the International Studies and Global
Development Pathways. INST 110I is designed to equip learners
for lifelong understanding and development of themselves as
integrated physiological, social and psychological beings.
Learning Objectives: Students in INST 101-I, will demonstrate:
a. The ability to question, investigate and draw well-reasoned
conclusions and to formulate ideas through effective written
communication appropriate to the intended audience (Written
Communication).

4. b. Knowledge and skills necessary to engage global cultures and
peoples (Global Engagement).
c. An understanding of and facility with different intellectual
viewpoints as well as the unique perspectives of others based
on varied experiences, identities and social attributes
(Diversity).
d. Effective listening and speaking skills necessary to organize
information and deliver it effectively to the intended audience
(Oral Communication).
e. Knowledge and skills necessary to take responsibility for
one's own life and actions, and to recognize opportunities and
responsibilities to become engaged in our various local,
regional, national, and international communities (Personal
and Social Responsibility).
Course Structure and Organization
INST 110I combines lectures, discussion sections, guest-speaker
presentations, and opportunities for student active participation.
Lectures and discussions will strengthen our efforts to make
sense of the assigned readings. The guest speakers will both
help establish a connection with the diverse global cultures
highlighted in this class, and assist us in anchoring our learning
to the various academic disciplines. As a writing intensive
class, we will dedicate critical, qualitative amount of time
helping ourselves become competent writers. Thus, there should
come with no surprise should you be asked to re-write an
assignment. For becoming a skillful writer is the hallmark of an
educated person. One who not only focuses on learning to
write; but, during this process, enhances his/her passion to
learn. In INST 110I, we will try to accomplish both (For
specific activities planned for the semester, please refer to the
Course Activities Calendar, at the end of the syllabus).

5. Course Requirements
Required Materials (“a” through “c”)
a. Textbook
Intercultural Communication: Globalization and Social Justice
(Second edition)
[Author: Kathryn Sorrells. SAGE, 2016; ISBN: 9781452292755;
available at CSU, Chico’s Book Store].
b. Book on ‘Overseas travels’ [TBA]
Each student will select, from the tentative list (below), a title
that you would like to read, and write a short essay about. I
have called these writings, “books on overseas travels” (BOT),
as they portray perceptions about life, culture, and traditions in
various regions of the world (i.e. Africa, Asia, Latin America,
and Europe). These are insights, narratives of events seen
through a foreigner's eye; most notably, perceptions captured
through the cultural lens of an American traveler. The vast
majority of these books are non-fictional tales of travels which
provide a nice, comprehensive "snap shop" into the past, and
contemporary life of different global geographies. This activity
aims at enriching our understanding of the cultural contrasts
between, say, “we” and “them”, which we will discuss in length
during the course of the semester. Here is the list of some of
these accounts:
· Country Driving: A Journey through China from Farm to
Factory. Peter Hessler
· Behind the Beautiful Forevers. Katherine Boo
· First Stop in the New World. David Lida

6. · Circle K Cycles. Karen Tei Yamashita
· Running the Amazon. Joe Kane
· Make Your Home Among Strangers. Jennine Capó Crucet
· The Art of Travel. Alain de Botton
· The Innocents Abroad. Mark Twain
· Travels. Michael Crichton
· The Sheltering Sky. Paul Bowles
· The Language of the Land. James Stephenson
· The Sound of Language. Amulya Malladi
· Bagdad Without a Map and Other Misadventures in Arabia.
Tony Horwitz
· The Lady and the Monk: Four Seasons in Kyoto. Pico Iyer.
· Falling off the Map:Some Lonely Places of the World. Pico
Iyer.
· The Distance Between Us. Reyna Grande [CSU, Chico’s 2014-
2015 Book in Common]
· Dream of a Thousand Lives. Karen Connelly.
· Wanderlust.Elisabeth Eaves.
· Good Girl’s Guide to Getting Lost. Rachel Friedman.
· Naples 44: A World War II Diary of Occupied Italy.
As to your book on overseas travels project (BOT), you may
choose to read something else not listed above. However,
should you decide to select a different publication for this
assignment, please make sure you discuss this with me
beforehand. We have to ascertain that your choice of book
relates to the theme of the class (cross-cultural experience
through overseas living, learning, and traveling). If you don’t
own such a book and need to buy one, you might want to order
it either through the AS Bookstore or from an online vendor.
c. Supplemental Reading (i.e., selected PDFs). Supporting
materials will be posted on Blackboard Learn. I will announce
these in class.

7. Recommended readings:
The Global Classroom: An Essential Guide to Study Abroad.
[Jeffrey S. Lantis and Jessica DuPlaga. Paradigm Publishers,
2010; ISBM: 9781594516771].
Writing Intensive Program (WI)
Writing intensive classes aim at helping students develop their
academic writing skills. INST 110I will aid you in
accomplishing this task by going through qualitative practices,
which will emphasize the mechanics of the English language,
style, purpose and creativity. Because good writing requires
informed reading, this class will focus on how to best integrate
reading into your writing as we move along the semester. Thus,
consistent and regular practices through in and outside
classroom exercises will assist you to find the appropriate style
for best communicating your thoughts and perspectives using
academic standards; be it a response essay to a presentation by a
guest lecturer, a short essay on a book, or a research paper.
Therefore, expect a consistent level of in-class, and outside-the-
classroom writing assignments which will help you attain your
goals for INST 110I. Selected best practices on this task, and by
way of examples, will be posted on Blackboard Learn (when
expressly authorized by the author). These ‘models’ shall
provide structure and ideas for other students. The following are
the core writing assignments that we will be working on this
semester:
i: Short Reflection Essays
REMINDER! [This has been updated: Update the morning
version]
- Reading Response (s) — [750 words; roughly, two double-
spaced pages]. This reflective exercise allows the class to
examine more carefully a particular reading used in INST 110I;
and enables students to apply academic writing skills as they

8. contrast and compare different viewpoints. For instance,
students may be asked to write a commentary on a chapter of
Kathryn Sorrell’s Intercultural Communication: Globalization
and Social Justice[our textbook]; or, say, discuss a PDF FILE
selected from Jeffrey S. Lantis and Jessica DuPlaga’s The
Global Classroom: An Essential Guide to Study Abroad.
- Guest Speakers [750 words]. Students will write short essays
on select in-class presentations. These analytical write-ups will
address, but should not be limited to, the following: Summary
of the presentation---Discussion of topic’s relevance and its
application(s) --- Presentation take-away--- How this
subject/presentation relates to the issues you care for and are
passionate about--- How it is relatable to the themes discussed
in INST 110I and the “study abroad experience” ---
Implicit/explicit links to assigned readings [Refer to GUEST
SPEAKERS Guidelines on Bb Learn; under COURSE
GUIDELINES]
ii: Film Critique (Movie, DVDs, etc.). [750 words]. These are
discussion-essays based on movies, documentaries that we will
review throughout the Semester. This Semester, we will view
the films “Outsourced” and “Lost in Translation” (Refer to the
Course Activities Calendar at the end of this syllabus). The
rubric for this activity will be provided through Blackboard
Learn, and prior to the viewing of the first movie.
REMINDER: Redefine the number of pages PLUS submission
DATE
iii: Comparative ‘Culture Identity’. This essay (5-7 pages)
compares and contrasts two different cultures: your own and
another culture you would be interested in learning more about.
For example, if you an American who have always had an
interest in understanding the Russian culture, your project
would focus on the cultural similarities and differences between

9. Russians and Americans. This is an ongoing project for this
term, which draws on interview(s) that you will be conducting
with a representative of a culture distinct from your own. This
comparative culture identity essay is the final outcome of your
‘fieldwork experience’. The nuts and bolts on how to
successfully accomplish this exciting project will be thoroughly
discussed in class, and written guidelines posted on Blackboard
Learn.
iv: Book Review [5 pages]. Students will select (from the list
above (p. 3) a ‘book on overseas travels’, and write a short
paper about it. A book review guideline will be provided during
the second week of Fall Semester. As mentioned earlier, should
the student decide to choose a different reading from the list
provided above, s/he must clear such option with the professor.
TIP: If you wish to pick a book outside the scope of readings
that I have suggested, consider exploring a world’s geographical
region, or perhaps tales of countries you might be interested in,
as long as your choice of book falls within the array of topics
covered in INST 110I.
iv: Critical Reading Analysis (CRA). Generally, quality writing
stems from good, reflective reading, right? In INST 110I, I
suspect, it should not be otherwise. For example, in our CRA
endeavor this semester, we will start by focusing on basic
writing concepts (i.e., thesis, arguments, and supporting
evidence) which would help us identify an author’s main idea(s)
and point(s) of view. This initial exercise will transition us into
an in-depth discussion of writing styles, and effective methods
for communicating an author’s ideas. I have selected 5 (five)
Critical Reading opportunities for us to use this Fall as we de-
construct and organize some of our readings in INST 110I. A
CRA template will be provided which will help you sort through
a particular text.
Grading System

10. Attendance: 100 Points. Your presence in this class is expected.
You will be permitted to miss three classes without penalty.
However, the fourth absence and every class missed after that,
for whatever reason, will result in lowering your final course
letter grade by one step (e.g. a grade C+ would become a C).
Also, if you are excessively late or leave early, you will be
counted as absent for part of the class. This applies whether you
are very late one time or a few minutes late frequently [Be
aware that I will keep track of attendance].
TIP on absence: Do not use up your absence allowance early in
the semester if you do not need to. That way, if an emergency
comes up (i.e. unexpected sickness) toward the end of the term,
you will still be able to be absent without penalizing your hard
earned grade. This golden rule applies indistinctly to all of us in
INST 110I. In sum, I suggest that you think seriously before
deciding to miss a class.
Homework and Participation: 100 Points. Students will keep
record (journal) of each weekly reading, address specific
discussion questions required by the instructor, and will lead
presentations on selected course topics (TBA). The short
presentations aim at: (a) generating in-class discussion; (b)
helping us build meaningful contrasts and comparisons about
the various themes covered in INST 110I; and (c) establishing
firm connections with our readings.
Quizzes: 100 Points. A typical reading quiz will have three or
four questions that you should not miss if you have carefully
done the weakly readings. These might be identification
questions, True/False/Explain, multiple-choice questions, or
short answers. You may use notes.
Critical Reading Analysis (CRA): 100 points. Each student will
complete five (5) Critical Reading Analyses. The selected
readings for this activity will be highlighted in your Course

11. Activities Schedule. Each CRA is worth 20 points.
Short Reflection Essays (SRE): 100 Points. [Task: Analysis of
an assigned reading; or, written response to a guest-speaker’s
presentation]. Students will write short reaction papers (750
words maximum) on selected guest-speaker(s) or course
reading(s). These consist of short essays which examine a
particular theme covered in INST 110I; I will provide specific
guidelines on how to organize your response(s). [TIP: All good
papers express a point of view, have an organizational structure
and present a conclusion].
Film Critique: 100 points. These short essays address content
derived from films, DVDs, online videos, or any other
multimedia activity linked to the aims INST 110I. The
Guidelines for this assignment will be posted on Blackboard
Learn.
Comparative ‘Culture Identity’ Essay. 200 points. Students will
write a 5-7-page essay (Due on Thursday, October 19th, 2017,
by midnight) whereby they will discuss their findings on
‘similarities and differences’ between their own culture (i.e.,
American) and a culture different from their own.
This Culture Identity Project (CIP) is one of the center-pieces
of our scholastic work in INST 110I as we will make attempts
into applying the concepts we learn in this course through face-
to-face interaction with a culture other than our own. [Detailed
Guidelines for this activity will be posted in Blackboard Learn].
I will be more than happy to help you identify an international
group for your Project, in case you are new to Chico and/or are
not sure which group to choose a representative (informant)
from. You must come to my office hours to discuss your CIP
Project no later than Tuesday, September 19th, 2017, one month
prior to its due date. (Expect further in-class instructions on
this). Be prepared to let me know how you plan on conducting
your interviews, systematize your data and report your findings.

12. In the case of no show, five (5.0) points will be taken off your
final paper. For the final draft of your paper, you should
research and reference no fewer than three academic, peer-
reviewed articles, books or book chapters which address the
topic/culture you will have chosen. FYI: This is intent at
enriching the materials we will have covered in INST 110 this
semester. However, you are strongly encouraged to creatively
apply the readings listed in your Course Syllabus as well. Just
make sure you reference them appropriately throughout your
paper.
Book Review Check-Point: 25 Points. This two-page paper is
due on Tuesday, November 14th, 2017. The purpose for this
assignment is to help the student to organize his/her Book
Review, and obtain feedback from the instructor, before starting
to write the final version of their BOT write up.
Book Review Write-Up: 125 points. This will be your final
writing experience in INST 110I this semester. Students will
write a 5-page essay on a book of their choice. Please choose
one title out of the list on page 3 (above), or consult with me
about additional publications you might have in mind. As stated
earlier, your choice of novel has to coalesce with the theme of
INST 110I (Cross-cultural, Intercultural relations, and the
overseas experience). Stir up your ideas, and I will help you
identify potential (or real) connections treasured in current or
past literature. I plan on sharing with the class a model book
review essay which will provide extra guidelines for your write-
up as well. This assignment is due on Tuesday, December 14th,
2017 by midnight.
Presentations: 50 points. This semester, INST 110I will carry
out two types of student presentations:
(a) Discussions of findings from the Comparative Culture
Identity Project (CIP Project), and (b) Systematic, group-based
Power Point presentations of select course readings to be
determined by the instructor (refer to COURSE SCHEDULE OF

13. ACTIVITIES). Each presentation is worth 25 points.
Extra Credit (Optional): 50 points maximum.
In consultation with me, you may choose to attend a campus
event, and earn extra credit for it. These events include, but are
not limited to, films, shows, lectures or art exhibits… anything
anchored in, or relatable to the thematic discussions of INST
110I. Your write-up (1-2 pages) should include a good, vivid
description of the event, and what it taught you about Cross-
Cultural, Intercultural Communication. Due no later than
Thursday, November 30th, by midnight.
TIP: I recommend that you stop by my office (Office Hours:
Tuesday: 5:00-5:30; Thursday: 3:30-5:30 P.M. – ARTS 333),
early in the semester, to discuss your goals and plan of attack
for your academic tasks in INST 110I.

14. Schematic for Grading Papers [Rubric]
An “A” Paper
A “B” Paper
A “C” Paper
A below “C” Paper
. Title summarizes your subject
. is well organized
. is clearly written
. tells a compelling story
. contains a central argument grounded on the assigned
readings, lectures, and in class presentations and discussions
. supports argument with examples, and evidence from various
reliable sources (i.e. books, journal articles, archival
documents, newspapers)
. adequately uses academic standards for expository writing
. Title summarizes your subject
. is organized
. lacks some clarity in the development of ideas
. central arguments is not totally supported by the readings,
lectures presentations, and in-class discussions
- incomplete sources, lacks variety
- well-written, but does not follow the academic standards for
good expository writing.
. No sharp fit between title and content
. lacks organization
. lacks clarity
. Undeveloped central argument
. Inadequate number of sources, and weak connection with
class readings, presentations, and lectures
. Inadequately written (does not follow the standards for
expository writing)
. Insufficient examples, and narrow sources
. little or no analysis (reads like a summary of content from
class)
. Misfit between title and content

15. . Unorganized
. Unclear
. No central argument
. Inadequate number of sources, and very little connection with
content covered in class)
. Poorly written according to good standards for expository
writing.
. Insufficient sources and weak examples
. reads like a summary, therefore lacking examples
. contains obvious errors
A 1000-930 B- 829-800 D+ 699-
670
A- 929-900 C+ 799-770 D 669-
600
B+ 899-870 C 769-730 F 599-0
B 869-830 C- 729-700
Specific definitions about grading, and grade assignment can be
found at CSU, Chico’s Internet site, below:
http://www.csuchico.edu/catalog/cat03/req/polic_reg.html
Classroom Policies
A word on Assignments
Late assignments and presentation cancellations are not
acceptable except for true emergencies or illness. Court dates,
roommate problems, car problems, family reunions, weddings,
confusion about due dates, and so on, are not emergencies.
Unless otherwise discussed with me, your assignments are due
in class or posted through Blackboard Learn. Parallel to our
weekly activities, you are responsible for purchasing [or
borrowing] one of the books listed under Book on
OverseasTravels (page 3), read it and submit your 5-page essay
by Thursday, December 14th, bymidnight. (Guidelines for your
“overseas travels” book project will be provided during the first

16. two weeks of class). I advise that you turn in this assignment
earlier, as you might need to work on multiple drafts of your
essay. Rewriting plus fine tuning your work will include, among
other things, identifying sources, researching, organizing, and
revising content.
TIP: Do not leave this activity for the last minute. The semester
flies by rather swiftly!
Code of Academic Integrity
Students are responsible for reading and understanding the Code
of Academic Integrity (please refer to
http://www.csuchico.edu/humanities/programs/academic-
integrity.shtml). Examples of academic dishonesty include, but
are not limited to, plagiarism, cheating, and aiding and abetting
dishonesty. An example of plagiarism would be to submit a
written sample which in part or in whole is not entirely the
student's own work without attributing the source. Cheating
includes allowing another person to do your work, such as a
composition or workbook assignment, and to submit the work
under one's own name. Use of an internet translator for any part
of an assignment is also considered cheating. Any work which
is submitted for a grade MUST be the student's own work. If
you are not sure when it is appropriate to seek help, please
come see me. The instructor and the Program Chair will initiate
an academic integrity case against students suspected of
cheating, plagiarizing, or aiding others in dishonest academic
behavior.
Americans with Disabilities Act
If you need course adaptations or accommodations because of a
disability or chronic illness, or if you need to make special
arrangements in case the building must be evacuated, please
make an appointment with me as soon as possible, or see me
during office hours. Please also contact Accessibility Resource
Center (ARC) as they are the designated department responsible
for approving and coordinating reasonable accommodations and

17. services for students with disabilities. ARC will help you
understand your rights and responsibilities under the Americans
with Disabilities Act and provide you further assistance with
requesting and arranging accommodations.
Accessibility Resource Center530-898-5959
Student Services Center 170[email protected]
Confidentiality and Mandatory Reporting (Title IX)
As an instructor, one of my responsibilities is to help create a
safe learning environment on our campus. This encompasses the
many opportunities which will be afforded for you to share
information regarding life experiences in classroom discussions,
in your written work, and in our one-on-one meetings. I will
seek to keep this knowledge private. However, I am required to
share with the university information which would help protect
you and others against acts of sexual misconduct. Students may
speak to someone confidentially by contacting the Counseling
and Wellness Center (898-6345) or Safe Place (898-3030).
Information on campus reporting obligations and other Title IX
related resources are available here: www.csuchico.edu/title-ix
Additional Information
INST 110I should provide positive and open discussions about
the overseas experience: Traveling, studying, learning, and
reflecting about other cultures, and your own. In this journey
through various cultures, I invite you to be mindful of each
other’s opinions and beliefs while maintaining an atmosphere of
collegiality that focuses on academic evidence and integrity.
My pledge to you is to
· Be prepared and on time to class and office hours.
· Be clear about expectations.
· Listen to your questions, concerns and opinions.
· Provide helpful and timely feedback on your work.

18. · Be available to help you succeed in this class.
Your pledge to me and to others in this class is to
· Come to class prepared. Know what is in the syllabus.
· Use resources available to you, such as office hours, reading
guides, Blackboard Learn announcements, etc.
· Participate in a meaningful and respectful way in class.
· Value the knowledge and experience of others.

19. Course Calendar, FALL 2017
[Section #2, 3769: Afternoon]
WEEK/
DATE
TOPIC (S)
READING (S)
ASSIGNMENT(S)/
OTHER
Tu
Aug 22
-Introductions
-Overview of Course
-Assignments
-Study Abroad
Handout/TBA
Complete Learning Style Survey
[Blackboard Learn]; Due on third day of class: Aug 29th
Th
Aug 24
Learning in Multicultural Contexts;
Culture: Singular or Plural?
PDF: Right Listening: Be Slow to Criticize, Argue or Disagree
PDF (Bb Learn)
In-class discussion
Turn in Student Information Sheet
Tu
Aug 29
Intercultural Competence and Writing with a Purpose

20. GUIDELINES (Bb Learn, under COURSE GUIDELINES): TBA
Learning Style Survey, Due today
Sign-up Sheet: [a] Cultural Identity Project; [b] Book Essay
Th
Aug 31
Peoples, Places, and Patterns
Stanley W. Toops: pp. 35-56 (PDF)
Online Quiz #1 on Toops’ Peoples, Places, and Patterns
Tu
Sep 5
The Study Abroad Journey
Global Development & Global Cultures
PDF: The Global Classroom; chapters 1 & 2.
Short Reflection Essay
Course GUIDELINES: TBA
Guest Speaker: Cecilia Lapoli (Study Abroad) & a panel of
students;
Short Reflection Essay (SRE) due on 9/12
Th
Sep 7
Nonverbal Communication: Introduction
Fred Jandt: Ch 5, pp. 106-131
PDF (Bb Learn)
Group discussion
Tu
Sep 12
Culture and Higher Education
PDF: Culture in Higher Education (Bb Learn)
Guest Lecturer: Dr. Sarah Anderson [ILLC]

21. SRE on Lapoli & Panel of students DUE TODAY
Group discussion
Th
Sep 14
Contact Between Cultures I
Outsourced
-Film Critique GUIDELINES (Bb Learn)
Film Critique #1: Outsourced
Film Critique: Due 9/19
WEEK/
DATE
TOPIC (S)
READING (S)
ASSIGNMENT(S)/
OTHER
Tu
Sep 19
International Studies and Intercultural Communication
Sorrells: Ch 1, pp. 1-25
PDF: Right Listening (cont’d): Cultivate “Beginner’s Ear”
Group-Led Discussion I
-Critical Reading Analysis 1 (CRA #1) on Sorrells, Chapter 1.
DUE TODAY
Film Critique (Outsourced) due today (on Bb Learn), by
midnight
Th

22. Sep 21
Globalization, Tourism and the Environment
Documentary: Before the Flood
Discussion
Tu
Sep 26
Understanding the Context of Globalization
Sorrells: Ch 2, pp. 26-51
Group-Led Discussion II
Th
Sep 28
Dimensions of Time
PDF: Edward Hall’s: How Many Kinds of Time
Online Quiz #2 on Hall’s How Many Kinds of Time.
Due today, by midnight
Tu
Oct 3
Globalizing Body Politics: Embodied Verbal and Nonverbal
Communication
Sorrells: Ch 3, pp. 52-75
Group-Led Discussion III
Critical Reading Analysis 2 (CRA #2) on Sorrells, Chapter 3.
DUE TODAY
Th
Oct 5
(Dis) Placing Culture and Cultural Spaces: Locations of
Nonverbal and Verbal Communication
Sorrells: Ch 4, pp. 76-99
PDF: Right Listening: Double Check for Meaning, & Listen for
meaning, not Delivery
Group-Led Discussion IV
Tu
Oct 10

23. Privileging Relationships: Intercultural Communication in
Interpersonal Contexts
Sorrells: Ch 5, pp. 100-125
PDF: RightListening 2: Learn to Say “No”.
Group-Led Discussion V
Critical Reading Analysis 3 (CRA #3) on Sorrells, Chapter 5.
DUE TODAY
Th
Oct 12
Rhetorical Analysis
Laura B. Carroll (PDF): “Backpacks vs. Briefcases”
Online Quiz #3 on
Backpacks vs. Briefcases.
Due today, by midnight
Tu
Oct 17
Crossing Borders: Migration and Intercultural Adaptation
Sorrells: Ch 6, pp. 126-150
Group-Led Discussion VI
WEEK/
DATE
TOPIC (S)
READING (S)
ASSIGNMENT(S)/
OTHER
Th
Oct 19

24. The Global Classroom & Culture Identity
The Global Classroom: Chapters 3 & 4
Culture Identity Project Due Today on Bb Learn, by midnight
Tu
Oct 24
Fieldwork: Redefining Culture Identity I
Culture Identity Project
CIP Projects Discussion & Student Presentations
Th
Oct 26
Fieldwork: Redefining Culture Identity II
Culture Identity Project
CIP Projects Discussion & Student Presentations
Tu
Oct 31
Jamming Media and Popular Culture: Analyzing Messages about
Diverse Cultures
Sorrells: Ch 7, pp. 151-176
PDF: Right Listening: Listen for Differences
Group-Led Discussion VII
Critical Reading Analysis 4 (CRA #4) on Sorrells, Chapter 7.
DUE TODAY
Th
Nov 2
Contact Between Cultures II
Film: Lost in Translation
[Bb Learn]
· Film Critique GUIDELINES
Film Critique (Lost in Translation)
DUE DATE: 11/7
Tu

25. Nov 7
The Culture of Capitalism and the Business of Intercultural
Communication
Sorrells: Ch 8, pp. 177- 200
Group-Led Discussion VIII
Film Critique (Lost in Translation)
DUE TODAY
Th
Nov 9
Negotiating Intercultural Conflict: Strategies for Intercultural
Relations
Sorrells: Ch 9, pp. 201-228
Group-Led Discussion IX
Critical Reading Analysis 5 (CRA #5) on Sorrells, Chapter 9.
DUE TODAY
Tu
Nov 14
Dimensions of Space
PDF: Edward T. Hall’s: The Hidden Dimension,
pp. 85-122
DUE TODAY:
a. BOT Checkpoint (1-2 pages, due in class);
b. Online Quiz #4 on Hall’s The Hidden Dimension, pp. 85-122:
Due today, by midnight;
WEEK/
DATE
TOPIC (S)
READING (S)
ASSIGNMENT(S)/
OTHER
Th
Nov 16

26. Cities and Culture
PDF: Edward T. Hall’s: The Hidden Dimension, pp. 154-169
Online Quiz #5 on Hall’s The Hidden Dimension, pp. 154-169.
Due today, by midnight
Tu
Nov 21
Thanksgiving Break
Th
Nov 23
Thanksgiving Break
Tu
Nov 28
Cultural Barriers
PDF: Barriers to Intercultural Communication, by Fred Jandt
Group-Led Discussion X
Th
Nov 30
Engaging Intercultural Communication for Social Justice:
Challenges and Possibilities for Global Citizenship
Sorrells: Ch 10, pp. 229-252
Whole-class discussion
Tu
Dec 5
Book on Overseas Travels
BOT Project
BOT Project Outline/ Discussions

27. [Feedback]
Th
Dec 7
Book on Overseas Travels
BOT Project
TBA/Closure
Th
Dec 14
Final Essay (Book on Overseas Travels Project) due TODAY,
by midnight.
P.S.: Calendar of Activities subject to adjustments/changes.
14
INST 110I: INTRODUCTION TO INTERNATIONAL
ENGAGEMENT
FALL 2017
INSTRUCTOR
CLASS SCHEDULE
CONTACT

28. Days of Week
Time
Place
E-Mail
Phone
Office Hours
Dr. Quirino [key-reno]
de Brito
T&Th
2:00-3:15 P.M.
OCNL 237
[email protected]
csuchico.edu
898-3251
Tuesday: 5-5:30 P.M.;
Thursday: 3:30-5:30;
and by appointment
ARTS 333
Catalog Course Description
The nature of study, work, volunteering, and travel abroad.
Emphasis on an exploration of the self as an integrated
physiological, social, and psychological being while living
abroad. Students learn to differentiate between personal,
cultural, and universal patterns in order to develop greater
understanding of themselves and people of other cultures.
International Studies Pathway Catalog Description

29. International Studies is about the exploration of the world's
cultures, languages, and institutions and their diverse traditions
and common interests. The International Studies Pathway
encourages appreciation of the world's cultural diversity and
recognition of the common issues that contemporary societies
face. Students develop comparative perspectives of ethical,
sustainable, and socially responsible institutions. This Pathway
requires students to develop cross-cultural understanding,
technical skills, and pre-professional experience relevant to the
globalizing world of the 21st century. The International Studies
Pathway is appropriate for students interested in international
business, culture, arts, politics, and economics. Students are
encouraged to study abroad as part of the International Studies
Pathway, and under certain circumstances, may apply up to 18
units toward the interdisciplinary GE Pathway Minor in
International Studies. Students interested in applying credit
from study-abroad experiences to the interdisciplinary minor
should consult with the Study Abroad Office and the
International Studies GE Coordinator before departure.
Global Development Studies Pathway Catalog Description
When you graduate from CSU, Chico, you will enter an
increasingly interdependent and competitive global marketplace
in which people, ideas, and merchandise cross national borders
at a rate unprecedented in human history. The Global
Development Studies Pathway is for students who want to learn
more about the people and issues of the developing world,
where close to ninety percent of the earth's population resides.
Courses explore the cultural expressions and histories of a vast
range of societies and groups underrepresented in standard U.S.
curricula, including much of Asia, Africa, the Islamic world,
and Latin America. Students in this Pathway examine
contemporary issues such as food production and food scarcity,
economic inequality, the struggle for women's rights, ethnic and
religious conflict, and nationalism. They also learn how people
in developing countries have mobilized to confront the legacies

30. of colonialism-including uneven development and
environmental destruction-and establish and protect political
and human rights. In short, this Pathway gives students the
knowledge and the tools to engage the broader global
community successfully and responsibly.
General Education
This course fulfills the requirements for Area E (Lifelong
Learning) for both the International Studies and Global
Development Pathways. INST 110I is designed to equip learners
for lifelong understanding and development of themselves as
integrated physiological, social and psychological beings.
Learning Objectives: Students in INST 101-I, will demonstrate:
a. The ability to question, investigate and draw well-reasoned
conclusions and to formulate ideas through effective written
communication appropriate to the intended audience (Written
Communication).
b. Knowledge and skills necessary to engage global cultures and
peoples (Global Engagement).
c. An understanding of and facility with different intellectual
viewpoints as well as the unique perspectives of others based
on varied experiences, identities and social attributes
(Diversity).
d. Effective listening and speaking skills necessary to organize
information and deliver it effectively to the intended audience
(Oral Communication).
e. Knowledge and skills necessary to take responsibility for
one's own life and actions, and to recognize opportunities and
responsibilities to become engaged in our various local,
regional, national, and international communities (Personal

31. and Social Responsibility).
Course Structure and Organization
INST 110I combines lectures, discussion sections, guest-speaker
presentations, and opportunities for student active participation.
Lectures and discussions will strengthen our efforts to make
sense of the assigned readings. The guest speakers will both
help establish a connection with the diverse global cultures
highlighted in this class, and assist us in anchoring our learning
to the various academic disciplines. As a writing intensive
class, we will dedicate critical, qualitative amount of time
helping ourselves become competent writers. Thus, there should
come with no surprise should you be asked to re-write an
assignment. For becoming a skillful writer is the hallmark of an
educated person. One who not only focuses on learning to
write; but, during this process, enhances his/her passion to
learn. In INST 110I, we will try to accomplish both (For
specific activities planned for the semester, please refer to the
Course Activities Calendar, at the end of the syllabus).
Course Requirements
Required Materials (“a” through “c”)
a. Textbook
Intercultural Communication: Globalization and Social Justice
(Second edition)
[Author: Kathryn Sorrells. SAGE, 2016; ISBN: 9781452292755;
available at CSU, Chico’s Book Store].
b. Book on ‘Overseas travels’ [TBA]

32. Each student will select, from the tentative list (below), a title
that you would like to read, and write a short essay about. I
have called these writings, “books on overseas travels” (BOT),
as they portray perceptions about life, culture, and traditions in
various regions of the world (i.e. Africa, Asia, Latin America,
and Europe). These are insights, narratives of events seen
through a foreigner's eye; most notably, perceptions captured
through the cultural lens of an American traveler. The vast
majority of these books are non-fictional tales of travels which
provide a nice, comprehensive "snap shop" into the past, and
contemporary life of different global geographies. This activity
aims at enriching our understanding of the cultural contrasts
between, say, “we” and “them”, which we will discuss in length
during the course of the semester. Here is the list of some of
these accounts:
· Country Driving: A Journey through China from Farm to
Factory. Peter Hessler
· Behind the Beautiful Forevers. Katherine Boo
· First Stop in the New World. David Lida
· Circle K Cycles. Karen Tei Yamashita
· Running the Amazon. Joe Kane
· Make Your Home Among Strangers. Jennine Capó Crucet
· The Art of Travel. Alain de Botton
· The Innocents Abroad. Mark Twain
· Travels. Michael Crichton
· The Sheltering Sky. Paul Bowles
· The Language of the Land. James Stephenson
· The Sound of Language. Amulya Malladi
· Bagdad Without a Map and Other Misadventures in Arabia.
Tony Horwitz
· The Lady and the Monk: Four Seasons in Kyoto. Pico Iyer.
· Falling off the Map:Some Lonely Places of the World. Pico
Iyer.
· The Distance Between Us. Reyna Grande [CSU, Chico’s 2014-
2015 Book in Common]

33. · Dream of a Thousand Lives. Karen Connelly.
· Wanderlust.Elisabeth Eaves.
· Good Girl’s Guide to Getting Lost. Rachel Friedman.
· Naples 44: A World War II Diary of Occupied Italy.
As to your book on overseas travels project (BOT), you may
choose to read something else not listed above. However,
should you decide to select a different publication for this
assignment, please make sure you discuss this with me
beforehand. We have to ascertain that your choice of book
relates to the theme of the class (cross-cultural experience
through overseas living, learning, and traveling). If you don’t
own such a book and need to buy one, you might want to order
it either through the AS Bookstore or from an online vendor.
c. Supplemental Reading (i.e., selected PDFs). Supporting
materials will be posted on Blackboard Learn. I will announce
these in class.
Recommended readings:
The Global Classroom: An Essential Guide to Study Abroad.
[Jeffrey S. Lantis and Jessica DuPlaga. Paradigm Publishers,
2010; ISBM: 9781594516771].
Writing Intensive Program (WI)
Writing intensive classes aim at helping students develop their
academic writing skills. INST 110I will aid you in
accomplishing this task by going through qualitative practices,
which will emphasize the mechanics of the English language,
style, purpose and creativity. Because good writing requires
informed reading, this class will focus on how to best integrate
reading into your writing as we move along the semester. Thus,
consistent and regular practices through in and outside

34. classroom exercises will assist you to find the appropriate style
for best communicating your thoughts and perspectives using
academic standards; be it a response essay to a presentation by a
guest lecturer, a short essay on a book, or a research paper.
Therefore, expect a consistent level of in-class, and outside-the-
classroom writing assignments which will help you attain your
goals for INST 110I. Selected best practices on this task, and by
way of examples, will be posted on Blackboard Learn (when
expressly authorized by the author). These ‘models’ shall
provide structure and ideas for other students. The following are
the core writing assignments that we will be working on this
semester:
i: Short Reflection Essays
REMINDER! [This has been updated: Update the morning
version]
- Reading Response (s) — [750 words; roughly, two double-
spaced pages]. This reflective exercise allows the class to
examine more carefully a particular reading used in INST 110I;
and enables students to apply academic writing skills as they
contrast and compare different viewpoints. For instance,
students may be asked to write a commentary on a chapter of
Kathryn Sorrell’s Intercultural Communication: Globalization
and Social Justice[our textbook]; or, say, discuss a PDF FILE
selected from Jeffrey S. Lantis and Jessica DuPlaga’s The
Global Classroom: An Essential Guide to Study Abroad.
- Guest Speakers [750 words]. Students will write short essays
on select in-class presentations. These analytical write-ups will
address, but should not be limited to, the following: Summary
of the presentation---Discussion of topic’s relevance and its
application(s) --- Presentation take-away--- How this
subject/presentation relates to the issues you care for and are
passionate about--- How it is relatable to the themes discussed
in INST 110I and the “study abroad experience” ---
Implicit/explicit links to assigned readings [Refer to GUEST

35. SPEAKERS Guidelines on Bb Learn; under COURSE
GUIDELINES]
ii: Film Critique (Movie, DVDs, etc.). [750 words]. These are
discussion-essays based on movies, documentaries that we will
review throughout the Semester. This Semester, we will view
the films “Outsourced” and “Lost in Translation” (Refer to the
Course Activities Calendar at the end of this syllabus). The
rubric for this activity will be provided through Blackboard
Learn, and prior to the viewing of the first movie.
REMINDER: Redefine the number of pages PLUS submission
DATE
iii: Comparative ‘Culture Identity’. This essay (5-7 pages)
compares and contrasts two different cultures: your own and
another culture you would be interested in learning more about.
For example, if you an American who have always had an
interest in understanding the Russian culture, your project
would focus on the cultural similarities and differences between
Russians and Americans. This is an ongoing project for this
term, which draws on interview(s) that you will be conducting
with a representative of a culture distinct from your own. This
comparative culture identity essay is the final outcome of your
‘fieldwork experience’. The nuts and bolts on how to
successfully accomplish this exciting project will be thoroughly
discussed in class, and written guidelines posted on Blackboard
Learn.
iv: Book Review [5 pages]. Students will select (from the list
above (p. 3) a ‘book on overseas travels’, and write a short
paper about it. A book review guideline will be provided during
the second week of Fall Semester. As mentioned earlier, should
the student decide to choose a different reading from the list
provided above, s/he must clear such option with the professor.
TIP: If you wish to pick a book outside the scope of readings

36. that I have suggested, consider exploring a world’s geographical
region, or perhaps tales of countries you might be interested in,
as long as your choice of book falls within the array of topics
covered in INST 110I.
iv: Critical Reading Analysis (CRA). Generally, quality writing
stems from good, reflective reading, right? In INST 110I, I
suspect, it should not be otherwise. For example, in our CRA
endeavor this semester, we will start by focusing on basic
writing concepts (i.e., thesis, arguments, and supporting
evidence) which would help us identify an author’s main idea(s)
and point(s) of view. This initial exercise will transition us into
an in-depth discussion of writing styles, and effective methods
for communicating an author’s ideas. I have selected 5 (five)
Critical Reading opportunities for us to use this Fall as we de-
construct and organize some of our readings in INST 110I. A
CRA template will be provided which will help you sort through
a particular text.
Grading System
Attendance: 100 Points. Your presence in this class is expected.
You will be permitted to miss three classes without penalty.
However, the fourth absence and every class missed after that,
for whatever reason, will result in lowering your final course
letter grade by one step (e.g. a grade C+ would become a C).
Also, if you are excessively late or leave early, you will be
counted as absent for part of the class. This applies whether you
are very late one time or a few minutes late frequently [Be
aware that I will keep track of attendance].
TIP on absence: Do not use up your absence allowance early in
the semester if you do not need to. That way, if an emergency
comes up (i.e. unexpected sickness) toward the end of the term,
you will still be able to be absent without penalizing your hard
earned grade. This golden rule applies indistinctly to all of us in
INST 110I. In sum, I suggest that you think seriously before

37. deciding to miss a class.
Homework and Participation: 100 Points. Students will keep
record (journal) of each weekly reading, address specific
discussion questions required by the instructor, and will lead
presentations on selected course topics (TBA). The short
presentations aim at: (a) generating in-class discussion; (b)
helping us build meaningful contrasts and comparisons about
the various themes covered in INST 110I; and (c) establishing
firm connections with our readings.
Quizzes: 100 Points. A typical reading quiz will have three or
four questions that you should not miss if you have carefully
done the weakly readings. These might be identification
questions, True/False/Explain, multiple-choice questions, or
short answers. You may use notes.
Critical Reading Analysis (CRA): 100 points. Each student will
complete five (5) Critical Reading Analyses. The selected
readings for this activity will be highlighted in your Course
Activities Schedule. Each CRA is worth 20 points.
Short Reflection Essays (SRE): 100 Points. [Task: Analysis of
an assigned reading; or, written response to a guest-speaker’s
presentation]. Students will write short reaction papers (750
words maximum) on selected guest-speaker(s) or course
reading(s). These consist of short essays which examine a
particular theme covered in INST 110I; I will provide specific
guidelines on how to organize your response(s). [TIP: All good
papers express a point of view, have an organizational structure
and present a conclusion].
Film Critique: 100 points. These short essays address content
derived from films, DVDs, online videos, or any other
multimedia activity linked to the aims INST 110I. The
Guidelines for this assignment will be posted on Blackboard

38. Learn.
Comparative ‘Culture Identity’ Essay. 200 points. Students will
write a 5-7-page essay (Due on Thursday, October 19th, 2017,
by midnight) whereby they will discuss their findings on
‘similarities and differences’ between their own culture (i.e.,
American) and a culture different from their own.
This Culture Identity Project (CIP) is one of the center-pieces
of our scholastic work in INST 110I as we will make attempts
into applying the concepts we learn in this course through face-
to-face interaction with a culture other than our own. [Detailed
Guidelines for this activity will be posted in Blackboard Learn].
I will be more than happy to help you identify an international
group for your Project, in case you are new to Chico and/or are
not sure which group to choose a representative (informant)
from. You must come to my office hours to discuss your CIP
Project no later than Tuesday, September 19th, 2017, one month
prior to its due date. (Expect further in-class instructions on
this). Be prepared to let me know how you plan on conducting
your interviews, systematize your data and report your findings.
In the case of no show, five (5.0) points will be taken off your
final paper. For the final draft of your paper, you should
research and reference no fewer than three academic, peer-
reviewed articles, books or book chapters which address the
topic/culture you will have chosen. FYI: This is intent at
enriching the materials we will have covered in INST 110 this
semester. However, you are strongly encouraged to creatively
apply the readings listed in your Course Syllabus as well. Just
make sure you reference them appropriately throughout your
paper.
Book Review Check-Point: 25 Points. This two-page paper is
due on Tuesday, November 14th, 2017. The purpose for this
assignment is to help the student to organize his/her Book
Review, and obtain feedback from the instructor, before starting
to write the final version of their BOT write up.

39. Book Review Write-Up: 125 points. This will be your final
writing experience in INST 110I this semester. Students will
write a 5-page essay on a book of their choice. Please choose
one title out of the list on page 3 (above), or consult with me
about additional publications you might have in mind. As stated
earlier, your choice of novel has to coalesce with the theme of
INST 110I (Cross-cultural, Intercultural relations, and the
overseas experience). Stir up your ideas, and I will help you
identify potential (or real) connections treasured in current or
past literature. I plan on sharing with the class a model book
review essay which will provide extra guidelines for your write-
up as well. This assignment is due on Tuesday, December 14th,
2017 by midnight.
Presentations: 50 points. This semester, INST 110I will carry
out two types of student presentations:
(a) Discussions of findings from the Comparative Culture
Identity Project (CIP Project), and (b) Systematic, group-based
Power Point presentations of select course readings to be
determined by the instructor (refer to COURSE SCHEDULE OF
ACTIVITIES). Each presentation is worth 25 points.
Extra Credit (Optional): 50 points maximum.
In consultation with me, you may choose to attend a campus
event, and earn extra credit for it. These events include, but are
not limited to, films, shows, lectures or art exhibits… anything
anchored in, or relatable to the thematic discussions of INST
110I. Your write-up (1-2 pages) should include a good, vivid
description of the event, and what it taught you about Cross-
Cultural, Intercultural Communication. Due no later than
Thursday, November 30th, by midnight.
TIP: I recommend that you stop by my office (Office Hours:
Tuesday: 5:00-5:30; Thursday: 3:30-5:30 P.M. – ARTS 333),
early in the semester, to discuss your goals and plan of attack
for your academic tasks in INST 110I.

40. Schematic for Grading Papers [Rubric]
An “A” Paper
A “B” Paper
A “C” Paper
A below “C” Paper
. Title summarizes your subject
. is well organized
. is clearly written
. tells a compelling story
. contains a central argument grounded on the assigned
readings, lectures, and in class presentations and discussions
. supports argument with examples, and evidence from various
reliable sources (i.e. books, journal articles, archival
documents, newspapers)
. adequately uses academic standards for expository writing

41. . Title summarizes your subject
. is organized
. lacks some clarity in the development of ideas
. central arguments is not totally supported by the readings,
lectures presentations, and in-class discussions
- incomplete sources, lacks variety
- well-written, but does not follow the academic standards for
good expository writing.
. No sharp fit between title and content
. lacks organization
. lacks clarity
. Undeveloped central argument
. Inadequate number of sources, and weak connection with
class readings, presentations, and lectures
. Inadequately written (does not follow the standards for
expository writing)
. Insufficient examples, and narrow sources
. little or no analysis (reads like a summary of content from
class)
. Misfit between title and content
. Unorganized
. Unclear
. No central argument
. Inadequate number of sources, and very little connection with
content covered in class)
. Poorly written according to good standards for expository
writing.
. Insufficient sources and weak examples
. reads like a summary, therefore lacking examples
. contains obvious errors
A 1000-930 B- 829-800 D+ 699-
670
A- 929-900 C+ 799-770 D 669-
600
B+ 899-870 C 769-730 F 599-0

42. B 869-830 C- 729-700
Specific definitions about grading, and grade assignment can be
found at CSU, Chico’s Internet site, below:
http://www.csuchico.edu/catalog/cat03/req/polic_reg.html
Classroom Policies
A word on Assignments
Late assignments and presentation cancellations are not
acceptable except for true emergencies or illness. Court dates,
roommate problems, car problems, family reunions, weddings,
confusion about due dates, and so on, are not emergencies.
Unless otherwise discussed with me, your assignments are due
in class or posted through Blackboard Learn. Parallel to our
weekly activities, you are responsible for purchasing [or
borrowing] one of the books listed under Book on
OverseasTravels (page 3), read it and submit your 5-page essay
by Thursday, December 14th, bymidnight. (Guidelines for your
“overseas travels” book project will be provided during the first
two weeks of class). I advise that you turn in this assignment
earlier, as you might need to work on multiple drafts of your
essay. Rewriting plus fine tuning your work will include, among
other things, identifying sources, researching, organizing, and
revising content.
TIP: Do not leave this activity for the last minute. The semester
flies by rather swiftly!
Code of Academic Integrity
Students are responsible for reading and understanding the Code
of Academic Integrity (please refer to
http://www.csuchico.edu/humanities/programs/academic-
integrity.shtml). Examples of academic dishonesty include, but
are not limited to, plagiarism, cheating, and aiding and abetting
dishonesty. An example of plagiarism would be to submit a
written sample which in part or in whole is not entirely the

43. student's own work without attributing the source. Cheating
includes allowing another person to do your work, such as a
composition or workbook assignment, and to submit the work
under one's own name. Use of an internet translator for any part
of an assignment is also considered cheating. Any work which
is submitted for a grade MUST be the student's own work. If
you are not sure when it is appropriate to seek help, please
come see me. The instructor and the Program Chair will initiate
an academic integrity case against students suspected of
cheating, plagiarizing, or aiding others in dishonest academic
behavior.
Americans with Disabilities Act
If you need course adaptations or accommodations because of a
disability or chronic illness, or if you need to make special
arrangements in case the building must be evacuated, please
make an appointment with me as soon as possible, or see me
during office hours. Please also contact Accessibility Resource
Center (ARC) as they are the designated department responsible
for approving and coordinating reasonable accommodations and
services for students with disabilities. ARC will help you
understand your rights and responsibilities under the Americans
with Disabilities Act and provide you further assistance with
requesting and arranging accommodations.
Accessibility Resource Center530-898-5959
Student Services Center 170[email protected]
Confidentiality and Mandatory Reporting (Title IX)
As an instructor, one of my responsibilities is to help create a
safe learning environment on our campus. This encompasses the
many opportunities which will be afforded for you to share
information regarding life experiences in classroom discussions,
in your written work, and in our one-on-one meetings. I will
seek to keep this knowledge private. However, I am required to
share with the university information which would help protect
you and others against acts of sexual misconduct. Students may
speak to someone confidentially by contacting the Counseling

44. and Wellness Center (898-6345) or Safe Place (898-3030).
Information on campus reporting obligations and other Title IX
related resources are available here: www.csuchico.edu/title-ix
Additional Information
INST 110I should provide positive and open discussions about
the overseas experience: Traveling, studying, learning, and
reflecting about other cultures, and your own. In this journey
through various cultures, I invite you to be mindful of each
other’s opinions and beliefs while maintaining an atmosphere of
collegiality that focuses on academic evidence and integrity.
My pledge to you is to
· Be prepared and on time to class and office hours.
· Be clear about expectations.
· Listen to your questions, concerns and opinions.
· Provide helpful and timely feedback on your work.
· Be available to help you succeed in this class.
Your pledge to me and to others in this class is to
· Come to class prepared. Know what is in the syllabus.
· Use resources available to you, such as office hours, reading
guides, Blackboard Learn announcements, etc.
· Participate in a meaningful and respectful way in class.
· Value the knowledge and experience of others.

45. Course Calendar, FALL 2017
[Section #2, 3769: Afternoon]
WEEK/
DATE
TOPIC (S)
READING (S)
ASSIGNMENT(S)/
OTHER
Tu
Aug 22
-Introductions

46. -Overview of Course
-Assignments
-Study Abroad
Handout/TBA
Complete Learning Style Survey
[Blackboard Learn]; Due on third day of class: Aug 29th
Th
Aug 24
Learning in Multicultural Contexts;
Culture: Singular or Plural?
PDF: Right Listening: Be Slow to Criticize, Argue or Disagree
PDF (Bb Learn)
In-class discussion
Turn in Student Information Sheet
Tu
Aug 29
Intercultural Competence and Writing with a Purpose
GUIDELINES (Bb Learn, under COURSE GUIDELINES): TBA
Learning Style Survey, Due today
Sign-up Sheet: [a] Cultural Identity Project; [b] Book Essay
Th
Aug 31
Peoples, Places, and Patterns
Stanley W. Toops: pp. 35-56 (PDF)
Online Quiz #1 on Toops’ Peoples, Places, and Patterns
Tu
Sep 5
The Study Abroad Journey
Global Development & Global Cultures

47. PDF: The Global Classroom; chapters 1 & 2.
Short Reflection Essay
Course GUIDELINES: TBA
Guest Speaker: Cecilia Lapoli (Study Abroad) & a panel of
students;
Short Reflection Essay (SRE) due on 9/12
Th
Sep 7
Nonverbal Communication: Introduction
Fred Jandt: Ch 5, pp. 106-131
PDF (Bb Learn)
Group discussion
Tu
Sep 12
Culture and Higher Education
PDF: Culture in Higher Education (Bb Learn)
Guest Lecturer: Dr. Sarah Anderson [ILLC]
SRE on Lapoli & Panel of students DUE TODAY
Group discussion
Th
Sep 14
Contact Between Cultures I
Outsourced
-Film Critique GUIDELINES (Bb Learn)
Film Critique #1: Outsourced
Film Critique: Due 9/19

48. WEEK/
DATE
TOPIC (S)
READING (S)
ASSIGNMENT(S)/
OTHER
Tu
Sep 19
International Studies and Intercultural Communication
Sorrells: Ch 1, pp. 1-25
PDF: Right Listening (cont’d): Cultivate “Beginner’s Ear”
Group-Led Discussion I
-Critical Reading Analysis 1 (CRA #1) on Sorrells, Chapter 1.
DUE TODAY
Film Critique (Outsourced) due today (on Bb Learn), by
midnight
Th
Sep 21
Globalization, Tourism and the Environment
Documentary: Before the Flood
Discussion
Tu
Sep 26
Understanding the Context of Globalization
Sorrells: Ch 2, pp. 26-51
Group-Led Discussion II
Th
Sep 28
Dimensions of Time
PDF: Edward Hall’s: How Many Kinds of Time
Online Quiz #2 on Hall’s How Many Kinds of Time.

49. Due today, by midnight
Tu
Oct 3
Globalizing Body Politics: Embodied Verbal and Nonverbal
Communication
Sorrells: Ch 3, pp. 52-75
Group-Led Discussion III
Critical Reading Analysis 2 (CRA #2) on Sorrells, Chapter 3.
DUE TODAY
Th
Oct 5
(Dis) Placing Culture and Cultural Spaces: Locations of
Nonverbal and Verbal Communication
Sorrells: Ch 4, pp. 76-99
PDF: Right Listening: Double Check for Meaning, & Listen for
meaning, not Delivery
Group-Led Discussion IV
Tu
Oct 10
Privileging Relationships: Intercultural Communication in
Interpersonal Contexts
Sorrells: Ch 5, pp. 100-125
PDF: RightListening 2: Learn to Say “No”.
Group-Led Discussion V
Critical Reading Analysis 3 (CRA #3) on Sorrells, Chapter 5.
DUE TODAY
Th
Oct 12
Rhetorical Analysis
Laura B. Carroll (PDF): “Backpacks vs. Briefcases”
Online Quiz #3 on
Backpacks vs. Briefcases.

50. Due today, by midnight
Tu
Oct 17
Crossing Borders: Migration and Intercultural Adaptation
Sorrells: Ch 6, pp. 126-150
Group-Led Discussion VI
WEEK/
DATE
TOPIC (S)
READING (S)
ASSIGNMENT(S)/
OTHER
Th
Oct 19
The Global Classroom & Culture Identity
The Global Classroom: Chapters 3 & 4
Culture Identity Project Due Today on Bb Learn, by midnight
Tu
Oct 24
Fieldwork: Redefining Culture Identity I
Culture Identity Project
CIP Projects Discussion & Student Presentations
Th
Oct 26
Fieldwork: Redefining Culture Identity II
Culture Identity Project
CIP Projects Discussion & Student Presentations

51. Tu
Oct 31
Jamming Media and Popular Culture: Analyzing Messages about
Diverse Cultures
Sorrells: Ch 7, pp. 151-176
PDF: Right Listening: Listen for Differences
Group-Led Discussion VII
Critical Reading Analysis 4 (CRA #4) on Sorrells, Chapter 7.
DUE TODAY
Th
Nov 2
Contact Between Cultures II
Film: Lost in Translation
[Bb Learn]
· Film Critique GUIDELINES
Film Critique (Lost in Translation)
DUE DATE: 11/7
Tu
Nov 7
The Culture of Capitalism and the Business of Intercultural
Communication
Sorrells: Ch 8, pp. 177- 200
Group-Led Discussion VIII
Film Critique (Lost in Translation)
DUE TODAY
Th
Nov 9
Negotiating Intercultural Conflict: Strategies for Intercultural
Relations
Sorrells: Ch 9, pp. 201-228
Group-Led Discussion IX
Critical Reading Analysis 5 (CRA #5) on Sorrells, Chapter 9.
DUE TODAY

52. Tu
Nov 14
Dimensions of Space
PDF: Edward T. Hall’s: The Hidden Dimension,
pp. 85-122
DUE TODAY:
a. BOT Checkpoint (1-2 pages, due in class);
b. Online Quiz #4 on Hall’s The Hidden Dimension, pp. 85-122:
Due today, by midnight;
WEEK/
DATE
TOPIC (S)
READING (S)
ASSIGNMENT(S)/
OTHER
Th
Nov 16
Cities and Culture
PDF: Edward T. Hall’s: The Hidden Dimension, pp. 154-169
Online Quiz #5 on Hall’s The Hidden Dimension, pp. 154-169.
Due today, by midnight
Tu
Nov 21
Thanksgiving Break
Th
Nov 23
Thanksgiving Break

53. Tu
Nov 28
Cultural Barriers
PDF: Barriers to Intercultural Communication, by Fred Jandt
Group-Led Discussion X
Th
Nov 30
Engaging Intercultural Communication for Social Justice:
Challenges and Possibilities for Global Citizenship
Sorrells: Ch 10, pp. 229-252
Whole-class discussion
Tu
Dec 5
Book on Overseas Travels
BOT Project
BOT Project Outline/ Discussions
[Feedback]
Th
Dec 7
Book on Overseas Travels
BOT Project
TBA/Closure
Th
Dec 14
Final Essay (Book on Overseas Travels Project) due TODAY,
by midnight.
P.S.: Calendar of Activities subject to adjustments/changes.

54. 14
INST 110I: INTRODUCTION TO INTERNATIONAL
ENGAGEMENT
BOOK ON TRAVELS OVERSEAS ASSIGNMENT
[Guidelines]
Prof. Quirino de Brito
Here are a few suggestions on how you can frame your write-up
for your Book on Travels Overseas Assignment as well as some
tips for a successful completion of it:
PURPOSE
This activity is designed to assist you in writing a short essay
about your book on overseas travels (BOT). This is the book on
traveling, living, and/or exploring life overseas that you will
have chosen to read throughout the semester.
The main objective of this assignment is for you to gain
exposure to an author’s perspectives on a country, countries,
and/or region(s) of the world where s/he has traveled, studied,
worked and/or lived. Most of the readings I have suggested
(per our syllabus) are non-fictional tales of these travels. Others
are creative pieces intent at translating the travel experience to
the reader. In other words, these writings include fictional, non-
fictional and mixed literary genres.
ABOUT THE ESSAY FORMAT

55. The five-page essay on your “book on travels overseas” should
be typed and double spaced, with attention given to correct
spelling, punctuation and grammar (more on this below). I will
be available during office hours, and by appointment, to discuss
your writing. Don’t underestimate how helpful it can be by just
being able to verbally articulate your ideas to others; let alone,
when you are shopping for ideas to sketch the central argument
for a story, paper, etc.
Essay title: As to the title of your essay, you could simply use
something generic like, “Book essay on The Lady and the
Monk: Four Seasons in Kyoto, by Pico Ayer”; of course, if “The
Lady and the Monk ...” is the book of your choice. Else, you are
welcome to use your imagination, and come up with your own
creative title.
***On the cover page of your paper, please make sure you
write: Your name, the course number, your instructor’s name,
and the title of your story***
BTW: The title page does not count as one of the five pages
(minimum) required for this assignment. Conversely, you will
not be penalized if your essay exceeds the five-page minimum.
TARGET BOOK (The book you have read)
Please write the full reference on your book of choice (Title,
Author, Publisher and year of publication)
ESSAY CONTENT

56. This essay isNOT about ...
a. Summarizing the book you have read;
b. Rehashing what others have written on this particular book.
[After completing reading your book of choice, you might want
to compare your notes with other readers. However, the purpose
of this assignment is for you to use your creativity, imagination,
and intelligence to write a cohesive response to the title that
you have read];
c. Reproducing lengthy quotations from your reading(s). Please
wisely use quotations to support your point, strengthen your
argument(s) only;
d. Leaving loose quotations as strings of texts. You want your
reader to be able to retrace the source(s) you extracted the
information from;
e. Stream of consciousness (i.e., writing for the sake of writing,
and not really grounding what you are saying on a point-of-
view, or an argument);
f. Telling me that you read the book, and that you (dis)liked it.
Reserve your opinion, criticism to your final paragraph(s);
g. Compiling a list of facts, stories. You will need to be creative
enough to weave your points into your own story, in a way that
is readable and interesting to the reader.
WHAT TO FOCUS ON YOUR ESSAY
A. Your book essay IS about:
a. Telling the reader a compelling story about the book you
have read;
b. Showing writing organizational style, structure and clarity of
ideas;
c. Convincing me that this particular book is (or not) worth
reading;

57. d. Making appropriate use of the English Language;
d. Demonstrating basic expository writing standards:
(i.e., introductory paragraph-thesis statement-story
development-focus-argument-supporting ideas-proper
referencing-point of view & conclusion)
B. Link between your reading and the content of INST 110I
a. Your essay must establish a clear connection between the
book you have read and the various topics covered in INST
110I: Introduction to International Engagement. You should
make these connections as explicit as you can by citing
passages from your book on travels overseas and relating them
to specific theme(s). For example: If there is an extraordinarily
interesting event/action/example in the book you have read
which illustrates, let’s say, “non-verbal communication”, bring
this up; weave the information into your argument; furthermore,
find an interesting quotation from Kathryn Sorrell’s (or, for that
matter, from any of the other readings, in-class presentations);
using proper citation, please record the source, including page
number(s). You are free to use whatever writing Style you are
most comfortable with (i.e. MLA, APA, The Chicago Manual of
Style).
b. Key to a successfully finishing your essay is how you support
the argument you want to develop. In order to succeed doing
this you would need to back up your views with examples and
plenty of evidence. For instance, I suggest that you use any
resource(s) available (i.e. articles, newspapers, printed or online
materials) which would help you make a stronger argument.
Remember, that one of the missions of an insightful writer is to
convince the reader that s/he has an “amazing” story to tell, and
that the reader should pause/stop to listen, enjoy and learn.
Also, you should rely on the many discussions we will have
completed in class (i.e., group conversations, lectures, and
presentations).

58. DEADLINE
Your “book on travels overseas” write-up is due on Thursday,
December 14th, by midnight (as per in-class discussion and
syllabus); that’s the Final Exam date for INST 110I.
FYI: YOU ARE REQUIRED TO SUBMIT AN ELECTRONIC
COPY OF YOUR ESSAY TO BLACKBOARD LEARN [VIA
TURNITIN] only. Your essay will not be read, nor graded if it
is sent in as an e-mail attachment. Paper copies will not be
accepted either.
Please let me know if you plan to submit your paper at an
earlier date; I would need to setup the TurnItin option through
Bb Learn. Let me know).
LATE POLICY: Failure to turn in your essay by the due date
will result in automatic failure of your BOT Project.
TURNITIN.COM AND PLAGIARISM
When you upload an essay on Blackboard Learn, TurnItIn.com
will scan them for plagiarism.(*) Once an assignment has been
submitted to TurnItIn, the service searches its own database
(including all past essays and exams submitted for this class and
others) and billions of Internet pages for instances of
plagiarism. Plagiarism and cheating are grave violations of the
academic integrity policy of California State University, Chico.
This policy (EM 04-36) is posted at
http://www.csuchico.edu/prs/EMs/ EM04/em04_a36.htm.
Plagiarism and cheating are serious offenses leading to
automatic FAILURE of the course and referral to student
judicial affairs for further disciplinary action. Please ask if you
are unsure about what constitutes plagiarism or how to cite
someone else’s ideas honestly.
* Please note that a copy of your essay will become part of
TurnItIn’s database. If you agree with this, please disregard the

59. next sentence, and submit your essay as explained above. If you
don’t agree to this, bring a hard copy of your essay to class
along with a photocopy of the first page of all reference sources
used. Please ask if you have any questions.
FYI: Your BOT Project(Book Critique) is your last assignment
in INST 110I this semester. Please recall, there is NO final
examination in this class. There will not be a class meeting
[physical class] on Thursday, December 14th, either; just be
sure to turn in your Book Critique by the deadline (midnight).
3