Integrative Project Guide: The Integrative Project Gives You

Integrative Project Guide The integrative project gives you an opportunity

The integrative project gives you an opportunity to increase understanding of yourself by integrating key aspects of this class: critical reflection and application of various ICC tools and theories. For this project, you have the choice to either focus on a target study abroad site OR to interview someone who is culturally different from you. The goal is to ultimately help you leverage tools and concepts from the course to more positively communicate and interact across culture(s). This project is based on the dialectical approach to intercultural communication which asks us to think about oppositions in culture and ourselves. There are two major components: First, you need to decide which option you will like to do your project on: Option 1: Study Abroad Target Site (Research, Critically Reflect, Write) Instructions here Please review the above instructions for your chosen option.

Once you've decided on which option you'd like to complete, you may begin the research/interview process and then start writing. For the working draft, you may submit the full paper or an in-depth and detailed outline. Your draft needs to include the sources you used. Final paper requirements: 6-8 pages double spaced, 1-inch margins, times new roman, 12 font Min. 3 citations from in-class readings Min. 3 citations from outside research (option 1 only)

Paper For Above instruction

The integrative project offers a meaningful opportunity for intercultural self-awareness by synthesizing critical reflection with practical application of intercultural communication (ICC) tools and theories. This assignment requires selecting one of two options: studying a target study abroad site or interviewing someone from a different cultural background. The core objective is to enhance cross-cultural communication and interaction by applying course concepts to real-world contexts.

For students choosing the study abroad site (Option 1), the project involves comprehensive research and critical analysis of the selected location. The process begins with identifying an appropriate destination, such as a country or a specific cultural setting where international students or visitors interact. The student must then delve into various aspects of that culture—language, social norms, values, customs, and intercultural practices—using scholarly resources, textbooks, and credible outside research sources. This research should be critically reflected upon, examining how cultural differences manifest and influence intercultural communication, as well as exploring potential misunderstandings or challenges that might arise in such settings.

Utilizing ICC tools and theories is central to this project. Students should explicitly connect their findings to key concepts discussed in class, such as individualism-collectivism, power distance, high-context versus low-context communication, and intercultural sensitivity. For example, analyzing how a specific cultural norm in the target site might lead to miscommunication with outsiders and proposing strategies grounded in ICC theory to facilitate effective intercultural exchanges can deepen understanding. This reflective analysis supports a broader comprehension of cultural oppositions, emphasizing the dialectical nature of identity and cultural differences.

The inclusion of outside research enhances the credibility of the analysis. Scholarly articles, intercultural communication textbooks, and credible media sources should be used to contextualize the findings. The project should also reflect on personal assumptions, biases, and experiences, illustrating growth in intercultural competence through engagement with the target site.

The final submission should be 6-8 pages long, double-spaced, with 1-inch margins, typed in Times New Roman 12-point font. Minimum requirements include at least three citations from class readings and three from outside research. The paper should be well-organized with clear introductions, body paragraphs that critically analyze intercultural dynamics, and a conclusion that reflects on personal learning and future intercultural interactions.

In preparation, students can submit a detailed outline or a complete draft. The draft must incorporate all sources utilized, demonstrating the progression from initial research to critical reflection. This project aims for students to not only demonstrate understanding of intercultural theories and concepts but also to apply these insights to real-world intercultural contexts, fostering greater intercultural awareness and responsiveness.

References

• Bachman, G., & Schmitt, N. (2018). Intercultural communication in contexts. Routledge.
• Hall, E.T. (1976). Beyond culture. Anchor Books.
• Chen, G.M., & Starosta, W.J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication Research, 26( , 352-365.
• Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions and organizations across nations. Sage Publications.
• Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2015). Communication between cultures. Cengage Learning.
• Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 2-52). Sage.
• Kim, Y. Y. (2001). Becoming interculturally competent.In Deardorff, D. K. (Ed.), The SAGE handbook of intercultural competence.
• Leung, K., & Cohen, D. (2011). Cultural models of emotion: A review. Psychological Bulletin, 137(3), 582–607.
• Neuliep, J.W. (2015). Intercultural communication: A contextual approach. Sage Publications.
• Gudykunst, W. B. (2004). Bridging differences: Effective intergroup communication. Sage Publications.