COLLEGE OF HUMANITIES AND SOCIAL SCIENCES. COMM / : Seminar: Communication Abroad Barcelona SUMMER 2015

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1 COLLEGE OF HUMANITIES AND SOCIAL SCIENCES COMM / : Seminar: Communication Abroad Barcelona SUMMER 2015 Thomas G. Endres, Ph.D. CAND 1245D (970) REQUIRED TEXTS Hughes, Robert (2004). Barcelona the Great Enchantress. Washington, D.C.: National Geographic. Williams, Roger (2006). Eyewitness Travel: Barcelona & Catalonia. New York, NY: DK (Dorling Kindersley Limited). Streetwise Barcelona (2009, revised). [laminated map]. Sarastoa, FL: Streetwise Maps Inc. DATES Summer Session I, May 18-June 26, 2015 On-campus study: May and June 20-June 26, 2015 Travel dates: May 26-June 19, 2015 COURSE DESCRIPTION (3 credits) This course will examine intercultural/international communication theories and practices, using Barcelona as a case study, to assess the influence cultural values have on social behavior, and to develop strategies for effective cross-cultural interaction. Using readings, lectures, class discussions, and tours as a base, students will explore the history, architecture, contemporary culture and business practices of Barcelona to better understand the role of verbal and nonverbal symbolic message exchange within a dynamic cultural context. Beginning with ten days of foundation setting in meetings here on campus, the class will travel to Barcelona to experience cross-cultural communication first hand. Scheduled visits include trips to the History of the City and History of Catalonia museums, the National Palace, Spanish Village, Gothic Quarter, and the famous La Rambla. Of particular interest will be the role of language and cultural identification associated with the demise of Franco s regime in the 1970 s, the impact of the 1992 Olympics, the role of television and print media, and the influence of prominent artists such as Gaudi and Picasso. All objectives noted below have a bi-fold purpose: (1) to address culture-general concepts and theories to increase understanding of all intercultural and international encounters, and (2) to address culture-specific applications of those concepts and theories to the culture in Barcelona. To reflect upon the definition of one s own culture, and the effect it has on intercultural sensitivity, degree of ethnocentrism, and abilities as an intercultural communicator. To develop strategies and skills to improve one s effectiveness as an intercultural communicator.

2 To explore the impact verbal symbolic message exchange has in the construction of cultural identity, including but not limited to language use, persuasion, and popular text. To explore the impact nonverbal symbolic message has on the construction of cultural identity, including but not limited to art, music, clothing, and architecture. COURSE FACTORS Course Level: The course is open to both undergraduate and graduate students. Additional readings and assignments will be required for graduate credit. Language Proficiency: No language prerequisite is necessary. While Spanish and Catalan are the languages of choice, English is not uncommon. There are enough English speakers in Barcelona for students to perform in at least a perfunctory manner. As an international Mecca, multiple languages are heard throughout the region; proficiency in any European language may prove beneficial. Beyond that, much course conversation will focus on the dichotomous nature of the Spanish/Catalan language and its place in cultural identity. CLASS POLICIES All work must be completed in order to pass the course. It is expected that students will engage the course in a spirit of intellectual curiosity. While critiquing and challenging the ideas of the text, the instructor, and each other is an integral part of education, it is expected that such encounters will be characterized by mutual respect and civility. Regarding travel, refer to the Center for International Education policies. Disability Support Services Students who believe that they may need accommodations in this class are encouraged to contact the UNC Disability Support Services at as soon as possible to ensure that accommodations are implemented in a timely fashion. Honor Code All members of the University of Northern Colorado community are entrusted with the responsibility to uphold and promote five fundamental values: Honesty, Trust, Respect, Fairness, and Responsibility. These core elements foster an atmosphere, inside and outside of the classroom, which serves as a foundation and guides the UNC community s academic, professional, and personal growth. Endorsement of these core elements by students, faculty, staff, administration, and trustees strengthens the integrity and value of our academic climate. UNC s Policies UNC s Policies UNC s policies and recommendations for academic misconduct will be followed. For additional information, please see the Dean of Student s website, Student Handbook link Student Satisfaction Evaluation Participants will be asked to evaluate the workshop for instructors knowledge, interest and enthusiasm as well as providing additional information on classes or topics which you would like to see developed as a future offering from UNC.

3 Portable Electronic Devices Please extend courtesy to your instructor and fellow students by turning off your portable electronic devises such as: cell phones, pagers, and IPods. Although not an audio issue, text-messaging is a distraction to other students and prevents you from full participation in class. You should keep your portable electronic devices in your backpack or purse during class. Your personal electronic devices should not be on your desks. If you know that you may need to accept an emergency phone call during class or if you have children in childcare or school, please let the instructor know. If you need to take a phone call during class, please step out of the classroom while you complete your call. Thank you for your cooperation. COURSE REQUIREMENTS/GRADING Course requirements are differentially weighted; percentages are listed below. Each assignment will receive a letter grade worth a corresponding number of points: A = 11, A- = 10, B+ = 9, and so on through F = 0. Final grades will be determined by the average of all weighted scores, rounded up or down at.5 intervals (e.g = A, 10.4 = A-). Instructor reserves the right to make upward discretionary adjustments. (GRAD assignments and grading percentages are in italics) Attendance Students are expected to be present at all classroom meeting times, both in 10% (10%) the United States and Spain, and at all planned functions. Presence at everything earns an A. Each absence from a class or planned event reduces the attendance grade by one level (e.g. A to A-, A- to B+). Reflection paper Using the assigned readings covered prior to departure, each student will write a 10% (10%) 3-4 page paper (typed, double-spaced) reflecting upon what they have learned thus far about Barcelona/Catalonia, and what communication-centered goals they have set for themselves for their upcoming journey. Instructor will provide guiding questions to be addressed. (Grad students write 5-6 page paper.) Participation The experience will be successful only if students thoughtfully and rigorously 40% (30%) engage the material and participate in both large and small group discussions. This includes reading material prior to class times, independently completing unstructured events and, most important, communicating about those experiences in our discussions. Portfolio During the stay, students will develop a portfolio representing the nature of their 40% (40%) learning experience. Separate criteria regarding materials for inclusion will be provided in class. Materials will include, but are not limited to: Journal entries; assigned thought pieces applying course concepts/terminology to personal experience; assigned observation reports; and Documentation (e.g. flyers, brochures) from structured and unstructured activities. Teaching Unit Grad students will select a topic area (with instructor s approval) in the area of 10% intercultural communication, and will lead a one-hour class learning unit on the topic. Format of instruction is open-ended, and may include small group interaction, handout, interactive assignment, role-play, etc.

4 TENTATIVE SCHEDULE Note: Weekends are free time. Optional day-trips may be made available. The schedule for the time in Spain is a combination of both structured and unstructured events. Class meetings will be held during the week to review the material, reflect upon experiences, and plan for future outings. The entire class will attend Structured events (e.g. museum tours) together. Unstructured events are experienced during the student s free time. Time each week is set aside for those experiences. In all cases, students will be expected to write down their reactions to each visit/event for inclusion in their portfolio, and be prepared to critically discuss the experiences in light of course material. Structured experiences include planned excursions and guided tours, and will occur every other day. Anticipated required visits include: The Olympic Stadium and Village The Museum of the History of Catalonia Meseu D Historia de la Ciutat Casa Mila - La Pedrera (Gaudi Apartment) Sagrada Familia Flamenco dinner/show at Tableau de Carmen Poble Espanyol (the Spanish Village) Unstructured experiences include the variety of challenges and opportunities encountered each day, e.g. public transportation, shopping, eating, leisure time/entertainment. Also, students will visit (preferably in pairs or small groups) sites of their choosing from a list including: Picasso Museum Joan Miro Museum Center of Contemporary Culture Barri Gotic (Gothic Quarter) walking tour Parc Guell The Barcelona Zoo Entertainment options, e.g. Spanish movie, play Bullfight Public spaces, e.g. La Ramblas, the beach Towns and villages along the coast and countryside Generally, students are on their own for meals. We will eat together as a large group approx. twice per week. Students will be given ample notice of times/locales for group meals.

5 Schedule provided prior to class start.