Seminar Program

Please choose one of the following courses and make sure it is offered in your desired language. All classes take place at the same time, so it isn't possible to choose more than one.
Click on the heading to see the course description.

ISU Fulda reserves the right to make changes to the course schedule.


Was ist Deutschland: German History, Culture, and Literature from the Kaiserreich to the EU (Weeks 1-4, Language: German )

Was ist Deutschland?

German Culture and Identity from 1871 to the present

 

CLASS HOURS

  • Week 1: Tuesday-Thursday, 8:30-11:45

Friday and Saturday – 8:30-17:00 (academic immersion program Würzburg und Weimar)

  • Week 2: Monday-Wednesday 8:30-11:45, 13.30-16.45

Thursday-Saturday (academic immersion program Würzburg und Weimar)

  • Week 3: Monday-Wednesday, 8:30-11:45

Thursday, 8:30-10:00

 

PROFESSOR

 

  • INFORMATION ON THE COURSE CONTENT

 

COURSE DESCRIPTION & OBJECTIVES

This seminar is designed to introduce students at all levels of German proficiency to German history and culture (1871-present) and to the concepts of intercultural communication and competence. The course is built around questions of German identity as they are addressed in historical and contemporary contexts. Students will examine issues of prejudice, stereotypes, and the challenges of intercultural communication and work creatively through discussions about art, literature, culture, and politics. Students will also examine culture firsthand through academic excursions locally, regionally, and in Berlin.

 

Students will read texts in translation that explore the meaning of German identity and the history of Germany as a nation. The content of the course is designed to examine the question "Was ist Deutschland?"  Through readings and written assignments, students will attempt to formulate an answer that has both public and personal relevance. Class time will be devoted primarily to the discussion of reading assignments to which students will respond individually, in small groups, and together as a class.  In order to maximize work on reading comprehension, all readings should be done outside of class prior to the session during which they are discussed. Assignments will include readings and discussion questions, web research, and a culminating oral presentation. Most homework assignments and work outside of class will take the form of written responses.             

 

Learning Objectives

After completing this course, students will be able to:

  • engage in complex conversations about the question of German identity since the establishment of Germany as a nation;
  • understand and interpret complex written language on a variety of topics by analyzing, summarizing, and discussing authentic texts;
  • present information, concepts, and ideas by participating in group discussions and debates, conducting interviews, and presenting information in a formal format;
  • demonstrate an understanding of the perspectives of Germany by identifying and describing important aspects and challenges of Germany and the German experience;
  • reinforce and further their knowledge of other disciplines and gain insights into German-speaking culture by reading and interpreting authentic texts and examining other cultural products (films, songs, art, media, etc.);
  • demonstrate an understanding of German-speaking culture by comparing it with their native cultures through the analysis and summarization of authentic texts, films, and cultural practices.

 

COURSE MATERIALS

Course reader comprised of a variety of authentic texts, works of art, literary selections, and homework assignments.

 

GRADING SCALE:

 

Percentage

Description

 

A= 90-100%

1.0

very good: an outstanding achievement

 
 

1.3

 

B= 80-90%

1.7

good: an achievement substantially above average requirements

 

2.0

 

2.3

 

C= 70-80%

2.7

satisfactory: an achievement which corresponds to average requirements

 

3.0

 

3.3

 

D= 60-70%

3.7

sufficient: an achievement which barely meets the requirements

 

4.0

 

F= 0-60%

5.0

not sufficient / failed: an achievement which does not meet the requirements

 
 
 
 
 

 

 

 

 

 

CLASS SCHEDULE

Monday through Thursday from 8:30 to 11:30 (apart from variations based on schedule)

Weekend excursions, which emphasize a hands-on experience of German culture.

 

Date

Time

Topic

Assignments/Assessments/ Materials

Tues.

07. Jan

8:30-11:45

  • Introduction – What is Germany? -  Stereotypes and cultural comparisons

 

Reading from course reader

Web research and questions

Wed.

08.Jan

8:30-11:45

  • German identity and the German flag
  • Divided Germany: Two countries – two systems

Reading from course reader

 

Thurs.

09. Jan

8:30-11:45

 

  • Establishment of the German nation – Germany and the Kaiserreich

Reading from course reader

Web research and questions

Fri.

10. Jan

 

  • Experiential learning module

Würzburg

Sat.

11. Jan

 

·         Experiential learning module

Weimar

Mon. 13. Jan

8:30-11:45

  • Art and literature in the Kaiserreich
  • Introduction to World War I
  • The role of technology in World War I

Reading from course reader

Questions from reader

Work on presentations

Tues. 14. Jan

8:30-11:45

  • Art and literature during the First World War
  • Introduction to the Weimar Republic

Reading from course reader

Web research and questions

Work on presentations

Wed. 15. Jan

8:30-11:45

  • The Great Inflation
  • The Weimar Republic in literature and film

 

 

Reading from course reader

Questions based on reading

Web research and questions

Presentations

Thurs. 16. Jan

 

  • Experiential learning module

Berlin

Fri.

17. Jan

 

·         Experiential learning module

Berlin

Sat. 18. Jan

 

  • Experiential learning module

Berlin

Mon.

20. Jan

8:30-11:45

 

  • Propaganda and the rise of the Third Reich
  • Hitler and the fall of democracy

Impressions from Berlin

Presentations

 

Tues.

21. Jan

8:30-11:45

  • Germany after 1945 – Rebuilding
  • Overcoming the past in literature and film

 

Presentations

Wed. 22. Jan

8:30-11:45

·         Life in the GDR

·         Art and literature in the GDR

·         Germany before and after the Wall

  • Presentations

Exam preparation

Thurs. 23. Jan

8:30-10:00

·         Exam

 

 

 

 

 

 

INFORMATION ON CLASS PARTICIPATION, ASSIGNMENTS AND EXAMS

 

ASSIGNMENTS

  • Primarily readings or web research assignments with accompanying short-answer questions. Students will also conduct research on a topic of their choosing about which they will present.

 

QUIZZES AND EXAMS

  • There will be one presentation given at the pertinent time in the course. There will also be a comprehensive exam at the end of the course.

 

PRACTICE MATERIALS

  • N/A

 

PROFESSIONALISM & CLASS PARTICIPATION

Class discussion is a vital element of this course; it is also a necessary part of the preparation for the homework tasks that will be assigned.  Class participation will be evaluated based on level of participation (using a rubric) and attendance in class. Excellent class participation requires thorough and conscientious preparation outside of class.  Working with class material outside of class and actively participating in class will help students develop their ability to express opinions, form questions, and develop interpretations about the material we are studying.

 

MISSED CLASSES

Because students must be present to participate, frequent absences will negatively affect this portion of their grade. A poor grade in class participation (i.e., many absences) can lower the course grade an entire point.

 

 

Class Participation Rubric

 

 

90-100

80-90

70-80

60-70

Frequency of participation in class

Student contributes regularly and is extremely engaged in discussion.  Student attends all excursions and other arranged activities.

Student initiates a contribution at least once in each recitation and shows intellectual engagement.

Student attends most excursions and other arranged activities.

Student initiates a contribution in half of the recitations and makes attempts at intellectual engagement. Student misses some excursions and other arranged activities.

Student does not initiate contribution & needs instructor to solicit input. Comments are often unrelated to course content. Students frequently misses excursions and other arranged activities.

Quality of comments

Comments always insightful & constructive; uses appropriate terminology. Comments balanced between general impressions, opinions & specific, thoughtful criticisms or contributions.

Comments mostly insightful & constructive; mostly uses appropriate terminology. Occasionally comments are too general or not relevant to the discussion.

Comments are sometimes constructive, with occasional signs of insight. Student does not use appropriate terminology; comments not always relevant to the discussion.

Comments are uninformative, lacking in appropriate terminology. Heavy reliance on the expression of opinion without substantiation.

Listening Skills

Student listens attentively when others present materials, perspectives, as indicated by comments that build on others’ remarks, i.e., student hears what others say & contributes to the dialogue.

Student is mostly attentive when others present ideas, materials, as indicated by comments that reflect & build on others’ remarks; occasionally needs encouragement or reminder from the instructor.

Student is often inattentive and needs reminder of focus of class. Occasionally makes disruptive comments while others are speaking; looks at cellphone.

Does not listen to others; regularly talks while others speak or does not pay attention while others speak; detracts from discussion; sleeps, frequently looks at cell phone, etc.

 


 


Presentation Rubric

Name ___________________________________ Date ______________

Title/Topic _________________________________________________

 Performance Element

Exceeds Expectation:4

Meets Expectation: 3

Approaches Expectation: 2

Falls below Expectation: 1

Points

Awareness of Audience

  • Significantly increases audience understanding and knowledge of topic;
  • Effectively convinces an audience to recognize the validity of a point of view.
  • Raises audience understanding and awareness of most points;
  • Clear point of view, but development or support is inconclusive and incomplete.
  • Raises audience understanding and knowledge of some points;
  • Point of view may be clear, but lacks development or support.
  • Fails to increase audience understanding or knowledge of topic.
  • Fails to effectively convince the audience.

 

Strength of Material, Organization

  • Clear purpose and subject;
  • Pertinent examples, facts, and/or statistics;
  • Conclusions/ideas are supported by evidence;
  • Major ideas summarized and audience left with full understanding of presenter's position.
  • Has some success defining purpose and subject;
  • Some examples, facts, and/or statistics support the subject;
  • Includes some data or evidence which supports conclusions or ideas;
  • May need to refine summary or final idea.
  • Attempts to define purpose and subject;
  • Weak examples, facts, and/or statistics, which do not adequately support the subject;
  • Includes very thin data or evidence in support of ideas or conclusions;
  • Major ideas may need to be summarized or audience is left with vague idea to remember.
  • Subject and purpose are not clearly defined;
  • Very weak or no support of subject through use of examples, facts, and/or statistics;
  • Totally insufficient support for ideas or conclusions. Major ideas left unclear, audience left with no new ideas.

 

Delivery

  • Relaxed, self-confident and appropriately dressed for purpose or audience;
  • Builds trust and holds attention by direct eye contact with all parts of audience;
  • Fluctuation in volume and inflection help to maintain audience interest and emphasize key points.
  • Quick recovery from minor mistakes;
  • Appropriately dressed;
  • Fairly consistent use of direct eye contact with audience;
  • Satisfactory variation of volume and inflection.
  • Some tension or indifference apparent and possible inappropriate dress for purpose or audience;
  • Occasional but unsustained eye contact with audience;
  • Uneven volume with little or no inflection.
  • Nervous tension obvious and/or inappropriately dressed for purpose or audience:
  • No effort to make eye contact with audience;
  • Low volume and/or monotonous tone cause audience to disengage.

 

Total Score:________________ = ____________%

 

Music Therapy – Sound and Health. The power of music in a changing world (Weeks 1-4, Language: English)

INSTRUCTOR:

Name: Prof. Dr. Wolfgang Meyberg

Email: meyberg@gmx.de

Dr. Wolfgang Meyberg is teaching Community Music and Music Therapy at Fulda University of Applied Sciences. He received his M.A. in Expressive Therapies at Lesley University (Cambridge/USAS) and earned his PhD from Oldenburg University (Germany). Dr. Meyberg has many years of experience as a music therapist in psychiatric hospitals for children and adolescents. His work is strongly influenced by personal encounters with old healing traditions in West Africa (Ghana), East Asia (South Korea) and North America (USA).

1)INFORMATION ON THE COURSE CONTENT

PREREQUISITES:

There are no prerequisites for enrollment in the music therapy seminar. The participation does not . require any special musical abilities!

COURSE DESCRIPTION

Music therapy is counted among the oldest complementary therapies. Rhythms, sounds and melodies activate human beings, give them access to their creative resources and let them experience relief and recovery.

LEARNING OBJECTIVES

This course covers a general understanding of the range of application of music therapy in the world of today, as well as in ancient healing traditions. Selected methods of both active and receptive music therapy are discussed and applied in the group. The aims of the methods are then related to individual disease patterns, including the application of music therapy to the field of the autistic spectrum.

Music is good for everybody: we all use and need it. By listening to music and by free improvisation the group will experience the benefits of music. Making music is a great tool to develop mindfulness, awareness of the present moment and it is an excellent training for the concentration and for the memory.

After an introduction and phase of practice, the group will be able to play instruments which are frequently used in music therapy and in community music: rhythm instruments, such as African Drums (www.socialdrumming.de), the Basque Txalaparta (YouTube: Txalaparta meets Bindeschuh); sound instruments, such as the Tibetan Singing Bowl, Oceandrum, Rainstick; melody instruments, such as Kalimba/Sansula).The participation in this seminar does not require any special musical abilities.

COURSE MATERIALS

Introductory material about music therapy, lecture notes on selected methods of music therapy, videos, musical teaching aids and various melody-, sound- and rhythm-oriented instruments.

TENTATIVE CLASS SCHEDULE

Date

Time

Topic

Reading/ Assignments/ Additional Practice Materials

6.7.-9.7.


Introduction to music therapy and its domains of application, therapy goals, disease patterns, improvisation in context of the group

Textbooks, lecture notes, internet research, videos, various musical instruments

13.7.-16.7.


Introduction and discussion of selected methods including their theoretical background, fields of application

See above

20.7.-23.7.


Focus on autism, methods, goals and reflecting individual musical socialization, sociocultural backgrounds: state of the art in applying music therapy in different countries and healing traditions

See above

27.7.- 30.7..


Combined methods: music and poetry and fine arts; a holistic approach: music in the context of climate change; conclusion of the course

See above

2)INFORMATION ON CLASS PARTICIPATION, ASSIGNMENTS AND EXAMS

ASSIGNMENTS

Autonomous work on selected topics (individual and teamwork), seminar wrap-up, literature research, internet research

EXAMS

Preparing, presenting and reflecting (group-) results in the course of the seminar

PRACTICE MATERIALS

Various musical instruments, materials and tools for painting

PROFESSIONALISM & CLASS PARTICIPATION

Frequent and active participation in the course, willingness to self-reflect, willingness to work in groups/teams

MISSED CLASSES

Frequent unattendence (actions in consultation with the ISU management)

3)INFORMATION ON GRADING AND ECTS

ACADEMIC STANDARDS

Oral contributions, preparation and presentation of individual topics, contributions in the context of group work, ability to self-reflect, awareness of others.

Upon successful completion, 6 ECTS will be awarded for the class.

According to the rules of ECTS, one credit is equivalent to 25-30 hours student workload.

GRADING SCALE:

Percentage

Grade

Description

90-100%

15 points

1.0

very good: an outstanding achievement

14 points

13 points

1.3

80-90%

12 points

1.7

good: an achievement substantially above average requirements

11 points

2.0

10 points

2.3

70-80%

9 points

2.7

satisfactory: an achievement which corresponds to average requirements

8 points

3.0

7 points

3.3

60-70%

6 points

3.7

sufficient: an achievement which barely meets the requirements

5 points

4.0

0-60%

4 points

5.0

not sufficient / failed: an achievement which does not meet the requirements

3 points

2 points

1 point

0 points

This course description was issued on: 20.10.2019

Business: International Management in an Inter-Cultural Environment

Hessen: ISU Course Outline

International Management in an Inter-Cultural Environment

CLASS HOURS

-Class Time and Room number

PROFESSOR

-Name: Dr. Jimmy Arthur Atkins

-Office: - Office hours:

-Email: drjaa@outlook.com- Phone: 704-909-8749 (WhatsApp)

1)INFORMATION ON THE COURSE CONTENT

COURSE DESCRIPTION

-Global production chains and foreign direct investment flows have accelerated as globalization has reached all corners of the world. As a result, managers from around the world will have to operate in competitive and diverse international settings. In a competitive environment, managers have to develop the knowledge and skills needed to understand the international context in which firms compete and to operate effectively in cross-national interactions. These skills are necessary for managers operating abroad or at home because both will most likely have to manage an increasing level of workforce diversity in local and global organizations. We will read articles, case studies and chapters and learn about globalization, global production, and foreign direct investment through country studies while also discussing topics such as ethics, culture, diversity, leadership, cross-cultural communication and human resource management.

LEARNING OBJECTIVES

-To understand global trends in global production chains and foreign direct investment.

-To analyze case studies dealing with human resource management in international settings.

-To critically analyze theories regarding culture, diversity, leadership and cross-cultural communication.

COURSE MATERIALS

-International Management, Culture, Strategy and Behavior by F. Luthans and J. Doh, McGraw Hill, 10th edition

-Country Studies: http://lcweb2.loc.gov/frd/cs/cshome.html

-Other articles and case studies as needed

TENTATIVE CLASS SCHEDULE

-Description of class schedule as planned

Date

Time

Topic

Reading/ Assignments/ Additional Practice Materials

Week 1


Foundations of International Management

Case Studies

Country Studies

Week 2


Globalization, Strategy, and International Linkages

PESTLE Analysis

Country presentation

Week 3


Organizational Culture, Diversity, and Multiculturalism

Case studies

Case study presentation

Week 4


Global Leadership, Organizational Behavior & Human Resource Management

New and Emerging Markets presentation

Final exam

2)INFORMATION ON CLASS PARTICIPATION, ASSIGNMENTS AND EXAMS

ASSIGNMENTS

-Three class presentations

-One case study write-up

EXAMS

-One Final comprehensive exam

PRACTICE MATERIALS

-See Course materials

PROFESSIONALISM & CLASS PARTICIPATION

-Students are expected to be in class and actively participate in discussion. A grade will be assigned for attendance and participation.

MISSED CLASSES

-Attendance is part of the grade so everybody will receive the same attendance points. Two points will be deducted for each missed class.

3)INFORMATION ON GRADING AND ECTS

ACADEMIC STANDARDS

-Class presentations 30% (10% each presentation)

-Attendance 20%`

-Participation 20%

-Final exam 30%

-Upon successful completion, 3 ECTS will be awarded for the class.

According to the rules of ECTS, one credit is equivalent to 25-30 hours student workload.

GRADING SCALE:

-Description of the grading scale

Percentage

Grade

Description

90-100%


1.0

very good: an outstanding achievement



1.3

80-90%


1.7

good: an achievement substantially above average requirements


2.0


2.3

70-80%


2.7

satisfactory: an achievement which corresponds to average requirements


3.0


3.3

60-70%


3.7

sufficient: an achievement which barely meets the requirements


4.0

0-60%


5.0

not sufficient / failed: an achievement which does not meet the requirements





This course description was issued on: 11/11/2019

Cultural, Intercultural, and Social Dimensions of Globalization -- Fundamentals of Intercultural Communication & Migration (Week 4 , Language: English)

Hessen: INTERNATIONAL SUMMER UNIVERSITY(ISU) 2018 Course Outline

Fundamentals of Intercultural Communication and Migration

CLASS HOURS

- Week 1: Monday-Wednesday, 8:30-11:45

Thursday, 8:30-10:00

Friday & Saturday (academic immersion program in Munich/Nürnberg)

- Week 2: Monday-Wednesday, 8:30-11:45

Thursday - Saturday (academic immersion program inBerlin)

- Week 3: Monday-Wednesday, 8:30-11:45

Thursday, 8:30-10:00

- Week 4: Monday-Thursday, 8:30-11:45

TEACHER

Name: Collet Wanjugu Döppner

Email: cwanjugudoeppner@gmail.com - Phone: +49-661-2429799

  1. INFORMATION ON THE COURSE CONTENTS

COURSE DESCRIPTION

Fundamentals of Intercultural Communication and Migration

LEARNING OBJECTIVES

  • What is culture? Your Culture and the German Culture then and now
  • What is intercultural communication and competence and why do we need it?
  • Migration in Germany at the moment due to the influx of refugees
  • European politics and dealing with migration currently in Europe
  • Look at the main concepts of culture, stereotypes, prejudices, values and migration. Stereotypes of own country and also Germany will be discussed
  • Cultural dimensions and differences- focus on German and participants’ cultures. E.g. Direct and indirect (high and low context) communication and how it influences our environment and the people we interact with.
  • Non verbal communication- Body language e.g. mimic, gestures, proxemics, kinesics, para-verbal communication etc.
  • Universal and cultural body language signals
  • Our cultural values and how they influence us and those we interact with- migrants’ values and how they influence the new culture or are influenced in the new culture
  • Religion and culture(migrants’ and non migrants’ and its impact on society
  • Discuss migration’s impacts on individual, community, and national identities
  1. COURSE MATERIALS

Heringer, Hans Jürgen (2004): Interkulturelle Kommunikation. Tübingen und Bassel. A. Francke Verlag

Gumperz, John (1982): Discourse Strategies. Cambridge: Cambridge University Press.

Hinnenkamp, Volker (1989): Interaktionale Soziolinguistik und Interkulturelle Kommunikation.

Gesprächsmanagement zwischen Deutschen und Türken. Tübingen: Niemeyer.

Handschuck, Sabine/ Schröer Hubertus (2012): Interkulturelle Orientierung und Öffnung. Augsburg:Ziel

Holliday Adrian/ Hyde Martin/ Kullman John (2006): Intercultural Communication- An advanced Resource book. New York: Routledge

Nazarkiewicz, Kirsten/ Krämer Gesa (2012): Handbuch Interkulturelles Coaching. Göttingen:Vandenhoeck & Ruprecht GmbH

Nakayama Thomas K./Halualani Rona Tamiko (2013): The Handbook of Critical intercultural Communication. West Sussex: Blackwell Publishing Ltd

Kumbier Dagmar/Schulz von Thun Friedmann( 2013): Interkulturelle Kommunikation: Methoden, Modelle, Beispiele. 2006 Reinbek bei Hamburg:Rowohlt.

Scollon, Ronald. (2012): Intercultural communication : a discourse approach- 3. ed. - Malden [u.a.] : Wiley-Blackwell

Hofstede, Geert(2010): Cultures and organizations : software of the mind ; intercultural cooperation and its importance for survival . - Rev. and exp. 3. ed. - New York [u.a.] : McGraw-Hill

Jackson, Jane (2012): The Routledge handbook of language and intercultural communication

- London [u.a.] : Routledge

Solimano, Andrés( 2010) :“Why People Move or Stay Put: International Migration Is the result of compelling and Conflicting Factors,” in Solimano, International Migration in the Age of Crisis and Globalization: Historical and Recent Experiences .Cambridge

Harzig, Christiane and Dirk Hoerder with Donna Gabaccia (2009), “The Receiving Society: Economic Insertion, Acculturation, Politics, and New Belongings,” in Harzig, Hoerder, Gabaccia, What is Migration History?  .Polity

Storti,Craig (1994):Cross-Cultural Dialogues- 74 brief encounters with cultural difference. Intercultural Press, Inc.

Harzig. C and Hoerder.D with Gabaccia D.(2009):What is Migration History?.Polity Press, Cambridge and Malden

Berger Mel (1996): Cross- Cultural Team Building: Guidelines for more effective communication and negotiation. Mc Graw-Hill.

Cholewinski R (2005):Irregular migrants: access to minimum social rights. Council of Europe.

Aleksynska. M and Chiswick. B.R.(2011 May):Religiosity and Migration- Travel into One’s Self versus Travel across Cultures. Forschungsinstitut zur Zukunft der Arbeit. Institut for the Study of Labor.

Yildirim-Krannig, Yeliz (2014): Kultur zwischen nationalstaaatlichkeit undMigration.Plädoyer für einen Paradigmenwechsel. transcript Verlag,Bielefeld

3 ) TENTATIVE CLASS SCHEDULE

  • Description of class schedule as planned

Date

Time

Topic

Reading/ Assignments/ Additional Practice Materials

8.07.2019

8.30-11.45

Introduction. Own Identity and what that means. Get to know each other. What is culture? Introduction

Think of more ideas on culture – to be discussed in the next class. Think of and bring typical cultural gestures/signals from their own culture to class the next day.

9.07.2019

8.30-11.45

Different models of culture-pyramid, forest etc

Preparation for the visit to Antoniusheim on 10.7.19

10.07.2019

8.30-11.45

Visit to Antoniusheim

 

 

11.07.2019

8.30-10.00

Review of the visit to Antoniusheim- parallels to culture

Introduction to Culture and migration.

 

Introduction to the topic by reading current articles on migration. This will then be discussed in class together with a few intercultural theories on culture change

Distribute text for class on 15.7.19. Harzig. C and Hoerder.D with Gabaccia D.(2009):What is Migration History?.Polity Press, Cambridge and Malden

15.07.2019

8.30-11.45

What is migration?

Current topic in Germany and the EU at the moment. How culture is changing due to migration

 

Students will be required to already think about how they communicate and then share in class

16.07.2019

8.30-11.45

Dimensions of culture e.g. direct and indirect communication

How culture is changing due to migration

We will do an exercise and a little experiment together in class on the topic of values

18.07.2019

Whole day

Trip to Berlin

22.07.2018

8.30-11.45

 

Review and discussion on Berlin trip

Film on refugees migrating to Germany. Discuss migration issues in Germany and Europe currently

Discussion on the film and correlation to our class on migration and fundamentals of culture. to our class.

Teacher will summarise text on Migration and culture from: Yildirim-Krannig, Yeliz (2014): Kultur zwischen nationalstaaatlichkeit undMigration.Plädoyer für einen Paradigmenwechsel. transcript Verlag,Bielefeld

23.07.2019

8.30-11.45

Non verbal communication

Cultural differences and whether they still fit in today's world.

 

Different forms of body language in different cultures will be looked and and through some experiments explained even more deeply.

25.07. 2018

8:30-11:45


Culture shock-Re-entry culture shock


Examples of culture shock among refugees and migrants

Introduction and discussion of the W culture shock curve.

Exercise on culture shock

26.07. 2018

8:30-11:45


Comparison of migration in Germany and in the participants’ countries. Differences, similarities and problems.

Students will be expected to think of migration issues in their countries and will discuss in class and reflect on the current situation.

Students will get a text to read in preparation for the class on 20.07.2017

30.08. 2018

8:30-11:45


Religiosity and Migration.

Culture and conformity and migration

Based on the text: Aleksynska. M and Chiswick. B.R.(2011 May):Religiosity and Migration- Travel into One’s Self versus Travel across Cultures. Forschungsinstitut zur Zukunft der Arbeit. Institut for the Study of Labor.

31.08. 2018

8:30-11.45

Simulation games and critical incidences which show cultural conflicts in many cultures including the migration cultures

Students will do an experiment with the teacher that shows how stereotypes and

prejudices are deeply anchored in everyone. Discussion will follow

01.08. 2018

8:30-11:45


Living in another culture (Germany) expectations, cultural dimensions.


Short intercultural movie

Practical intercultural activities and exams

Students will be expected to think of the values discussed in the previous class and imagine what difficulties there are trying to integrate in another culture- examples of refugee problems will be shown and discussed.

Teacher will help participants to prepare for the exams

02.08. 2018

8:30-11:45


Practical intercultural activities and exams


Teacher will help participants to prepare for the exams

  1. INFORMATION ON CLASS PARTICIPATION, ASSIGNMENTS AND EXAMS

ASSIGNMENTS

  • Students will be required to do their own research on themes like what is culture?, Stereotypes and prejudices, cultural dimensions and differences, non verbal signs and communication. The teacher will guide the students on the assignments to be done during the classes.

QUIZZES AND EXAMS

  • Exam on intercultural communication and migration class will include:
  • An intercultural exercise from the students will be done in either alone or groups of up to three.
  • The exercise should be conducted in class and all students should participate.
  • The students should alternate in moderating the exercise i.e. giving instructions on what is to be done, distributing necessary material, checking to see that rules are being followed and that the exercise is going well.
  • At the end of the exercise the students will then ask the group questions on the purpose of the exercise (questions should be prepared before).
  • At the end there will be a summary from the group presenting using themes we had in class like what is culture? Dimensions of culture, stereotypes, cultural values, non verbal communication, etc.
  • Finally, each participant will write a 3-page paper describing the intercultural exercise, its purpose, how the exercise went and summary consisting also of theory from our class and literature..

PRACTICE MATERIALS

  • The teacher will recommend any practice materials once the class has started since it is important to see what the needs of the group are and where the emphasis needs to be. In the library at the University of Applied Sciences in Fulda there are recommended reading materials with practical exercises which fit to the class- teacher will mention this at the beginning of the class.

PROFESSIONALISM & CLASS PARTICIPATION

  • Students will be required to participate actively during the class including group work and discussions. The teacher will always give clear instructions in order to guide the students during the class.

MISSED CLASSES

  • Students are not allowed to miss more than 3 times since the class is only 4 weeks and participation in class accounts for 50% of the total mark.
  1. INFORMATION ON GRADING AND ECTS

ACADEMIC STANDARDS

50%- Participation in class through presence and participating in discussions, team and group exercises and doing the required assignments

  • 50%- Final presentation/practical exercise and written summary.

Upon successful completion, 3 ECTS will be awarded for the class.

According to the rules of ECTS, one credit is equivalent to 25-30 hours student workload.

GRADING SCALE:

  • Description of the grading scale

Percentage

Grade

Description

90-100%

15 points

1.0

very good: an outstanding achievement

14 points

13 points

1.3

80-90%

12 points

1.7

good: an achievement substantially above average requirements

11 points

2.0

10 points

2.3

70-80%

9 points

2.7

satisfactory: an achievement which corresponds to average requirements

8 points

3.0

7 points

3.3

60-70%

6 points

3.7

sufficient: an achievement which barely meets the requirements

5 points

4.0

0-60%

4 points

5.0

not sufficient / failed: an achievement which does not meet the requirements

3 points

2 points

1 point

0 points

This course description was issued on: 08.02.2018