The Final Exam Will Be Held Friday Dec 12 The Exam Will Open

The Final Exam Will Be Held Friday Dec 12the Exam Will Open At 120

The final exam will be held Friday, Dec. 12. The exam will open at 12:01 a.m. and stay open until 11:59 p.m. You may begin the exam at any time during this period. Once you begin, you will have 110 minutes to complete the essay you have chosen to write.

This exam is divided into projects. Four projects are listed below. You will complete ONE project. Students should review these projects, choose one, and carry out the exercise described before the time of the exam. The exam itself will be an online writing project.

Professors teach by creating a rich atmosphere of opportunities for learning through lectures, class discussions, assignments, group activities, films, and readings. Exams are our opportunity to see how much you have made of these opportunities; that is, what things you have taken from the class and integrated into your repertoire of skills and models for thinking about, and acting in, the world. The final exam is your last opportunity to show me what you have learned in this class. Keep that objective front and foremost as you do the projects.

Paper For Above instruction

Introduction

The final examination in this course is designed to synthesize the knowledge, critical thinking skills, and cultural awareness developed throughout the semester. It consists of four distinct projects, from which students must select and complete one, demonstrating their understanding of course concepts and their ability to apply them in real-world or theoretical contexts. The purpose of these projects is to assess the student’s capacity to analyze intercultural issues, design educational or analytical tools, evaluate technological platforms, or explore intercultural relationships within a scholarly framework.

Project 1: Multicultural Identities and Online Representation

This project explores the representation of racial and ethnic identities, particularly Asian and Asian-American identities, within digital spaces. Students are instructed to explore blogs such as Angry Asian Man, Angry Little Asian Girl, or similar sites. The task involves analyzing how these blogs construct identities, what representations are considered racist or stereotypical, and how online communities facilitate discussions of race, heritage, and stereotypes. Students should examine comments and interactions, consider perspectives uniquely accessible to Asian-Americans, and reflect on how these online representations influence perceptions of race and identity.

The essay must address the types of identities constructed, the representations labeled as racist, and the potential stereotypes that may be contextually acceptable or problematic elsewhere. This project develops intercultural awareness and critical analysis skills relating to digital discourse and cultural representation.

Project 2: Designing an Intercultural or Global Learning Assignment

In this task, students choose a course at Miami University that is not explicitly designated as a global or intercultural course. They then select one of the course’s competencies related to intercultural or global understanding, such as articulating cultural biases or understanding reciprocal relations among societies.

The assignment involves designing a learning activity that demonstrates mastery of the chosen competency and a lesson plan that effectively teaches the necessary knowledge and skills. Students must specify the course context, describe the lesson’s content and delivery methods, and explain how the assignment aligns with and evaluates the targeted competency. This project fosters skills in curriculum design, intercultural communication, and global awareness.

Project 3: Critiquing MOOCs in a Cross-Cultural Context

This project involves analyzing the effectiveness of Massive Open Online Courses (MOOCs) in delivering education across cultural boundaries. Students are to research MOOCs by visiting several platforms, enrolling in a course, and assessing how well the course content, delivery, and interaction facilitate cross-cultural understanding.

The essay should critically evaluate barriers such as language, cultural norms, and technological access, linking these observations to concepts learned in the course. The analysis must be specific and demonstrate an understanding of issues such as cultural diversity, inclusivity, and the limitations of online education in fostering global equity.

Project 4: Intercultural Relationships and Online Interactions

Students are tasked with exploring online discussions regarding intercultural romantic and marital relationships. They select posts that discuss misunderstandings or conflicts across cultures from designated websites, then analyze these interactions and frame them within course concepts related to intercultural communication.

The essay requires describing the intercultural misunderstandings, identifying stakeholders and their stakes, examining relevant theories or frameworks, and assessing how authors or commenters frame these issues. The response should critically reflect on the broader societal implications, cultural sensitivities, and potential resolutions or insights gained through online exchanges.

Conclusion

The overall objective of these projects is to encourage students to think critically about intercultural dynamics across media, educational settings, and social relationships—integrating theoretical knowledge with practical analysis. Whether analyzing digital representations, designing curricula, evaluating online education platforms, or exploring online intercultural interactions, students are challenged to demonstrate their comprehension of global and intercultural competencies, their ability to apply course concepts analytically, and their readiness to address real-world intercultural issues with sensitivity and insight.

References

1. Bennett, M. J. (2017). Developing intercultural competence through education. In W. B. Gudykunst (Ed.), Theorizing about intercultural communication (pp. 115-130). Routledge.
2. Deardorff, D. K. (2006). The assessment of intercultural competence. The Journal of Summer Institute for Intercultural Communication, 2006(1), 1-27.
3. Gordon, M. M. (2016). Cultural awareness in online intercultural education. Journal of Multicultural Counseling and Development, 44(3), 140-152.
4. Lustig, M. W., & Koester, J. (2017). Intercultural Competence: Interpersonal communication across cultures. Pearson.
5. Rice, R. E. (2012). Analyzing intercultural communication through media. Journal of International and Intercultural Communication, 5(4), 283-298.
6. Stephan, W. G., & Stephan, C. W. (2014). Improving intergroup relations: Theories and research in intercultural contact. Routledge.
7. _Hofstede, G. (2010). Cultures and organizations: Software of the mind. McGraw-Hill._
8. Kirkman, B. L., & Shapiro, D. (2017). Enhancing cross-cultural communication skills. Harvard Business Review, 95(4), 87-94.
9. Spitzberg, B. H., & Changnon, G. (2016). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 2-52). Sage Publications.
10. Yasuda, P. H. (2014). Teaching intercultural competence in an online environment. Journal of Intercultural Communication Research, 43(2), 127-144.