The profile of the program is expressed through the five governing angles. We offer a seminar on these angles and the study process description - see when in the semester calendar.
· The cultural encounter
· Cultural and linguistic development dynamics
· Socio-cultural parameters
· Cultural and linguistic globalisation and localisation
· Theory, empirical work and method
As a student, you have to work with – and pass – all 5 angles during your time at the program. Each semester you have to state what angles you have worked with, and in what way, in your Study Process Description. Read more about the Study Process Description here.
A short summary of the 5 angles: Angle 1 is the most basic and elementary. It sees the cultural encounter as a ‘snapshot’ where identity-production- and representation processes are played out, among these also interaction processes of a linguistic nature. Angle 2 and 4 broadens this perspective in each their own way: Angle 2 focuses on the historical dimension and thereby how cultural processes, interactions and representations can be viewed as developing on a timeline. Angle 4 focuses on the spatial/geographical dimension and thereby on the relation between global and local cultural processes and phenomena. Angle 3’s socio-cultural parameters point to systems of categorisation, practices and problem fields, which all play an important role in the formation of socio-cultural identities, such as ethnicity, nationality, gender and religion. Angle 5 interconnects with all the angles mentioned above. It critically examines the program’s epistemology and its methods, including the understanding of the program’s basic concepts, culture and language in an epistemological context.
Culture is mainly worked with through a combination of perceptions of cultures from modern anthropology/ethnology and cultural studies. The concept of culture is broadly defined and socio-analytically-based, and includes the practices of everyday life and the different symbolically mediated forms, wherein humans reflect on – and communicate – this practice. This view of culture also concerns itself with aesthetical praxis, or art in a broader sense, studied in its societal context. It also entails different relations to everyday culture through history. The view on language can be summarised as a combination of language perceptions from sociolinguistics/sociology of language and discourse analysis. It is thereby possible to focus on ‘linguistic encounters’, e.g. in the form of code switching or bilingualism. Alternately focus can be directed at language as discourse in the form of semantic systems and conventions for understanding the world, including struggles over the right to define reality.
This angle is described in the following way in the study guidelines §9 and §19, (1):
“The student has to work with different aspects of cultural encounters and document an insight into how cultural and linguistic phenomena interact and are affected by the encounter.”
Angle 1 points towards analyses of specific and contemporary cultural encounters, typically analyses of everyday life or media- or text-analyses, in Denmark or other places. In addition focus is directed towards problematisations of and reflections over the concepts commonly used in connection with analyses of cultural- or linguistic encounters.
Analyses of everyday life can include studies of multicultural environments in schools, youth clubs, places of work, organisations, etc. These studies may focus on constructions of identity and representations of the world, including the social and cultural categories, which are relevant – or made relevant – in the situation under investigation. Emphasis can be laid on practical life or the participants’ own vocalisations of the different aspects of the cultural encounter (who we are, why we do what we do, etc.). It is possible to employ ethnographic, discourse- or conversation-analytical or sociolinguistic methods. Media or text analyses can include analyses of media programs or other texts, wherein different forms of cultural encounters are thematised and perhaps aestheticised as in TV debate programs, cultural festivals, music videos, travel and migrant literature, science fiction, tourist campaigns, national subscriptions, etc. It includes themes such as nationality and ethnicity, the multicultural society, integration politics, ‘Danishness’, European integration, Americanisation, Danish cultural policies abroad, religious equality in Denmark. Here, it is possible to employ different kinds of discourse- and literary analysis aiming at an analysis of discursive hierarchies, hegemony and ideology, or rhetorical or literary devices in argumentation, such as mixing of genres and use of metaphors.
It will also be important to critically reflect on the concept of ‘cultural encounters’, and to discuss the latent culturalism in the concept – that is to say, the tendency to over-value and essentialise the category of ‘culture’ and thereby block out other perspectives of interpersonal relations and social and cultural practice as such. The same goes for the concepts, ‘intercultural communication’ and ‘intercultural competence’.
This angle is described in the following way in the study guidelines §9 and §19, (1):
“The student has to work with cultural and linguistic phenomena in a temporal perspective and gain insight into the correlation between internal dynamics and external frameworks and processes.”
This angle focuses partly on the extensive societal, cultural, discursive and linguistic processes of change, which have left their mark on the ‘western’ development within the last 2-3 centuries, and partly other civilisations’ and cultural areas’ development around the world. And not least the relation between these histories. That is to say, a view of history that implies that European history is just as colonial or postcolonial as that of the former European colonies. Theoretically speaking the question of what constitutes ‘modernity’ or ‘the modern’ is centrally placed. Related to this is the question of how to address our own contemporaneity whether in the shape of the post modern society, the late modern society, the late capitalist society or alternative/competing forms of modernity. Working with angle 2 presupposes a certain factually-based historical overview and a general awareness of history.
The program concerns itself primarily with cultural and linguistic encounters in contemporary society, but this preoccupation is impossible without having gained an awareness and theoretical understanding of the relevant historical development dynamics. The study of the historical macro processes primarily serves as the premise for understanding the dynamics in cultural- and linguistic encounters, which are studied empirically on a concrete (micro) level.
In comparison with the examples given under angle 1, an analysis of culture and language under angle 2 will be more oriented towards processes. Focus might be on the individual, e.g. in relation to multilingual and multicultural contexts but focus might also be on transformations of identities or worldviews, e.g. ethnifying- and de-ethnifying processes, or assimilation- and integration processes. But focus can also be on the connections between cultural signification and global historical processes in a power-relation. Here, the obvious choice is to study colonial history.
This angle is described in the following way in the study guidelines §9 and §19, (1):
“The student has to work with specific socio-cultural parameters or categories such as language, gender, race, class, age, education, resource access, nationality or ethnicity with particular attention to their significance for linguistic and other symbolic forms of articulation of cultural and social practice and identity. The student is required to familiarise him/herself with different trajectories in research that work with the parameters mentioned above and gain insight into how one can apply them theoretically and methodologically.”
This angle provides an occasion to study a complex of ideas that all play a more or less important role in identity formation, and which potentially might play a role in every cultural encounter. Bear in mind that one of the relevant socio-cultural parameters is the category of culture itself: to point to, and make use of, ‘cultural identity’ carries in it the danger of culturalistic essentialism, mentioned in the description of angle 1.
The angle includes both theoretical and empirical and analytical problem fields. It is important to be aware that the parameters chosen as a focal point in a given analysis – say, ethnicity – will have a tendency to shape the results of the analysis, so that the object of analysis is described in terms of, precisely, ethnicity.
Socio-cultural categories can be regarded both as conventions and as subject to negotiation. If regarded as conventions, the student will be able to examine how social categorisations to a varying degree control social and cultural interaction. It might be in the form of an assessment of how perceptions of race, religion, gender and nationality come into play when human beings interact in certain contexts, or when problems have to be explained. Analyses might focus on certain contexts such as schools or media, or on certain problem fields, such as crime or women’s liberation. A focus on negotiation implies that change is put at the centre of the examination – that is to say, categories are not only looked at as preconditions of human practice, but are also seen as developed through practice itself. Here, it is possible to examine how gender or ethnicity (or other categories) are made significant, played down, or/and change significance in certain contexts and situations, where different social categories affect each other (intersectionality).
Governing angle 4: Cultural and linguistic globalisation and localisation
This angle is described in the following way in the study guidelines §9 and §19, (1):
“The student has to work with cultural and linguistic globalisation and localisation processes and their significance for identity formation.”
This angle is related to angle 2: development dynamics. Hence it is difficult to separate them, as the globalisation process (-processes) is part of the historical process of change. Where angle 2 primarily takes on a temporal perspective, angle 4 is spatially orientated. Focus is on cultural and linguistic processes of spreading and mixing, along with the relations of power and domination existing globally and locally.
The angle deals with cultural and linguistic globalisation and localisation processes. Questions regarding the diffusion of cultures, cultural imperialism and cultural dominance are relevant here, as well as the concept of ‘global culture’. Furthermore the colonial and postcolonial situations and problem fields are important here. An obvious theme is how postcolonial societies, Denmark included, are handling their history, and how that affects the handling and representation of questions like migration and minorities today. Furthermore, the angle points towards the study of the processes of inclusion and exclusion and the relation between centre and periphery.
One aspect of linguistic globalisation- and localisation processes is the English language’s instrumental but also ideological role as the ‘the language of globalisation’ and its relation to other languages’ local ties, including the question regarding the significance of local and global linguistic hierarchies.
Furthermore the angle encompasses the local handling of cultural and linguistic complexity by e.g. focusing on creolisation, hybridity, diasporic identities, but also larger societal conflicts, such as the Israel-Palestine conflict and the War on Terror.
Governing angle 5: Theory, empirical work and method.
This angle is described in the following way in the study guidelines §9 and §19, (1):
“The student has to work with the correlation between theory, empirical work and method and gain an understanding of how fieldwork is organised, how the gathered empirical material is dealt with and how the results are interpreted and mediated. The student has to reflect on the correlation between theory, empirical work and method and on her/his own role in the research process.”
This angle focuses on the epistemology of the program as well as its methods.
It is not a requirement that students cover specific epistemological approaches, but rather that he or she reflects on central concepts within the field of Cultural Encounters. Besides, emphasis is laid on the student being able to reflect on and motivate his/her own epistemological choices and explain the consequences of these. This means that the student must be able to comprehend how a topic is moulded into a problem to be analysed in specific ways, depending on which epistemological tradition he/she utilises. There is thus a difference between using ‘culture’ as an explanation for the oppression of women, as opposed to focusing on how culture is given status as that which explain a number of phenomena – including the oppression of women.
Cultural Encounters draws on, and combines, a number of primarily qualitative methods from the humanities and social sciences. That is to say; field work, observation, interview, discourse analysis, analysis of concepts, text- and conversation analysis, literary analysis, linguistic and cultural translation and interpretation, etc.
Choice of method is closely related to the problem field and the epistemological approach a given analysis is based on. Cultural Encounters is thus characterised by an undogmatic approach to method, where the emphasis is not on mastering certain methods, but being able to reflect on the consequences of the choice of methods, including which aspects become visible or invisible, due to the choice of method, as well as what role the student plays in the process of analysing. It can take the form of a written contemplation of the choice of texts in the analysis, the writing of an interview guide or reflections on the presence of the student in an observation study. Finally angle 5 is also concerned with the question of communication of research results to the people implicated in the study (in the case of field work) and potentially other target audiences.
Structurally, the program consists of three modules (one module = one standard semester’s work). In each module there is project work as well as a number of mandatory courses in B1 and K1 and if needed a course or two in K2. There is no demand for coherence between courses taken and the project, as it has to be possible to spread standard semester activities over two semesters, in case you wish to integrate other subjects in a project; e.g. a project that combines Cultural Encounters with say International Development Studies, or English.
B1: Cultural and linguistic theory and analytical methods
This module includes a broad introduction to theories of culture and language. It covers theoretical, empirical and practical work with cultural and linguistic phenomena. In the course of the module the student must also gain knowledge to both different perceptions of the cultural and linguistic fields and ways of analysing culture and language, including discourse analytical and anthropological methods. The module includes critical reflection on relevant points of departures for the various approaches and their implications for the analytical object.
K1: Cultural encounters and their dynamics
This module investigates various approaches to cultural encounters and to cultural change, including their linguistic dimension. During the module the student has to gain insight into cultural and linguistic globalisation theory, and into methods for the analysis of cultural conflicts.
K2: Specialisation module
This module can be the dissertation module.
During the enrolment in Cultural Encounters it is also possible to spend some months doing practical work (‘internship’). Many of these positions demand a working knowledge of Danish. However, we do have a number of students doing international practical work.
During the three modules the student has to pass the two core courses (one in B1, one in K1 – each course consists of seven course sessions and each session lasts approx. two hours and 45 minutes), and at least five thematic courses (each thematic course consists of five course sessions and each session lasts two hours and 45 minutes). The two thematic courses in B1 are compulsary and so is the thematic course in Theory of Science in K1/K2. The student can only get credit for taking one thematic course in a particular area. The student can, however, if there are extraordinary circumstances apply to the Study Board for a dispensation. Students enrolled directly in K1 have to pass not five thematic courses but only three one of which has to be in Theory of Science.
The rotation of all the courses is as follows:
| Level | Autumn 2010 | Spring 2011 |
|
| Course | Sprog | Course | Language |
| B1 | Core course | English | Core course | Danish |
|
| Methodology | English | Methodology | Danish |
|
| Categorization/Power | English | Categorization/Power | Danish |
| K1 | Core course | Danish | Core course | English |
| K1/K2 | Theory of Science | Danish | Theory of Science | English |
|
| Joker | English | Joker | English |
|
| Globalization | Min. one of these must be in Danish | Identity Theory | English |
|
| Religion | Multilingualism | Danish |
| Level | Autumn 2011 | Spring 2012 |
|
| Course | Language | Course | Language |
| B1 | Core course | English | Core course | Danish |
|
| Methodology | English | Methodology | Danish |
|
| Categorization/Power | English | Categorization/Power | Danish |
| K1 | Core course | Danish | Core course | English |
| K1/K2 | Theory of Science | Danish | Theory of Science | English |
|
| Joker | Danish | Joker | English |
|
| Identity Theory | Danish | Multilingualism | English |
|
| Religion | English | Globalization | Danish |
|
| Gender | English |
|
|
You sign up for the courses via STADS ON-line Student Services (via the Portalino).
If you have not had the special course in CE at your basic studies before you start at CE, we strongly recommend that you read the compendium for the special course as soon as possible after the semester start. And please notice that if you are enrolled under the 2007 set of study regulations, you cannot get your BA Degree unless you have passed the special course in CE at your basic studies.
On the connection between all the BA-courses (including basic studies)
The BA includes not only the B1 module but also parts of the basic studies. Hence, the BA courses include the ‘culture’-part of the foundation course in History and Culture (HIB, first year) and the special course in Cultural Encounters (HIB, second year). This means that the BA courses are the following:
Foundation course in Culture and History
Special course in Cultural Encounters
B1 Core course
Course in Methodology
Thematic course in Categorization/Power
How there courses are related is briefly sketched below:
Foundation course in Culture and History
Focuses on cultural complexity and on ‘disturbing’ categories that we tend to take for granted. The specific themes may vary.
Special course in Cultural Encounters
Focuses on different levels and fields of cultural analysis, and therefore also on the question how theory can be transformed into an analytical approach to the field of study. The main theme of the course is the national in the global.
B1 Core course
Focuses on different positions in cultural and linguistic theory. This will be done through focusing on the central concepts, culture, language and identity, and there will be an emphasis on scientific paradigms, differences, disagreements and discussions.
Course in Methodology
Focuses on introducing methodology and methodological practice. This involves both an introduction to general methodological problems and an introduction to and exercises in specific methods, such as interview and discourse analysis.
Thematic course in Categorization/Power
Focuses on categories and processes of categorization both theoretically, empirically and analytically. The course deals both with existing, taken-for-granted categories and how they work, and with the ways in which categorizations are negotiated and constituted by agents in local contexts.
Apart from taking the courses the student has to participate in two reading groups (læsekredse) during his/her three modules. At least one of these has to be in a language other than the student’s native language and English (and for Scandinavian students other than Danish and Swedish/Norwegian as well). (It may of course be Danish, Norwegian or Swedish if these languages are foreign languages for the non-Scandinavian student.) If a student does not know any other language than his/her native language and English (often the case with e.g. Chinese students), the student should apply to the Study Board for an exemption for the language requirement as soon as he/she begins his/her studies at CE. - Do not miss the seminar on reading groups (among other things) on 4 February or the get-together for students who are not yet in a reading group on 25 February.
It is of course possible to establish reading groups regarding other books than the ones offered in the workshops. Application form for such autonomous reading groups can be found on our website under the link Forms or on the noticeboard opposite of our student advisor's office in 3.1.5.
Credit
B1 for students under the 2007-set of study regulations
This is what you need to pass in B1:
- a project (including internal evaluation)
- the module’s core course (including an essay)
- two thematic courses – one in Methodology and one in Categorization/Power
- a reading group with no language requirements
Guest students or exchange students can choose freely among the offered study activities.
K1 for students under the 2007-set of study regulations
This is what you need to pass in K1 if you were enrolled at RU as a BA-student on 1 September 2005 or later OR if you begin your graduate studies on 1 September 2008 or later:
- a project (including internal evaluation)
- the module’s core course (including an essay)
- two thematic courses
- a reading group in a foreign language
In order to graduate with a Master’s degree you will have to have passed the thematic course in Theory of Science, but it is OK to take this course in your K2. It is also OK to postpone your reading group in a foreign language to your K2 (see also above under the headline Reading groups).
Guest students or exchange students can choose freely among the offered study activities.
K2 for students under the 2007-set of study regulations
This is what you need to pass in K2 if you were enrolled at RU as a BA-student on 1 September 2005 or later OR if you begin your graduate studies on 1 September 2008 or later:
If you write a one subject thesis in CE:
- a thesis (including internal evaluation)
If you write a K2-project or an integrated thesis (CE and another study programme):
- a project/integrated thesis (including internal evaluation)
- a thematic course (in Theory of Science if you have not passed this in your K1)
- a course in communication
- a research seminar
(This section applies to both modules B1 and K1).
Active participation during the courses is assessed through two types of individual student activities:
- Writing essays for core courses (see explanation below under AP 1).
- Hand in written responses to academic questions for thematic courses, the course in communication and the research seminars (see explanation below under AP 2.)
AP 1. Essays and Presentations
Essays are linked to the cores courses in B1 (bachelor) and K1 (graduate) respectively.
Students can develop valuable performance skills by giving a presentation before an audience. Therefore, we encourage students to take this opportunity to train their skills during the courses. Students are also encouraged to use IT such as Power Point in their presentations to train relevant IT skills.
Essays
The purpose of the essay is to let the student actively select, organise and in writing communicate elements of the course material. Thereby, the student demonstrates his/her ability to structure an academic issue, reflect on theoretical and/or methodical issues, and show interesting perspectives.
Essay requirements:
The lecturer who is responsible for the B1 or the K1 core course respectively gives three essay questions each relating to several of the course sessions. The essay questions will be available on the website after the last course session. Each student decides which essay question he or she wants to discuss in the essay.
- The essay is written in the course language, unless another agreement is made with the responsible lecturer.
- The student must include at least 2 academic sources and preferably more. The primary source must be from the course compendium, but other theoretical or method describing sources may be included as well.
The essay should show that the student can:
o Present a hypothesis or claim regarding a certain theoretical interpretation of a topic.
o Argue theoretically for the hypothesis (based on a primary theoretical source or method description).
o Argue against the hypothesis (preferably by the use of secondary source(s)).
o Structure and analyse.
o Make independent conclusions based on the presented arguments.
The essay must contain sections, headlines, and page numbers. Furthermore, on every page CPR-No., name, study programme, name of study activity and final numer of pages must be mentioned.
o The essay must include references and can (to a lesser extent) contain quotations from the source material.
o References and notes must be done as carefully as in any other academic text, e.g. project report.
o The essay must be provided with a completed front page, which is available from Cultural Encounters’ website.
Size of the essay:
App. 21,000 – 24,000 characters, cf. text below about too few written responses.
The final essay (incl. front page) must be submitted in 2 copies on paper to CUID's exam office in 3.2.1. The deadline is Friday 4 March no later than at 11 am for both B1 and K1.
If a student has registered for the study activity via STADS On-line Students Services and then decides not to write the essay after all, he or she has to cancel the registration via STADS On-line Student Services no later than on 1 March for B1-students as well as for K1-students – otherwise he or she will have used one exam attempt.
AP 2. Written responses
After each course session – this goes for all thematic courses and the research seminar – the student must fill in a brief written response to an academic question handed out by the lecturer during the course session. The response (app. ½ page) is handed in to the lecturer responsible for the course session at the end of the session.
The response gives the lecturer feedback on each session. In this way, the session is evaluated and students can point out issues which ought to be taken up at a later session in the course. At the bottom of the hand-out, space is allocated for the student’s comments on the lecture and his/her and everyone else’s input. Such comments are regarded as an important aspect of Cultural Encounters’ desire to be on the ball, both when it comes to lecturer and student satisfaction. The lecturer, however, need not give feedback to each student.
The student is allowed to omit answering one question for each thematic course/research seminar. Hence, minimum 4 responses must be handed in at each thematic course and minimum 2 responses to the research seminar.
Too few written responses
If the student does not hand in enough written responses to a thematic course, the student must write an essay of appr. 9,000 - 12,000 characters. The essay must fulfill the other requirements for essays listed above. Please see the website of the exam office in CUID regarding deadlines etc.
If the student does not hand in enough written responses to the research seminar, the student must write an assignment (2 pages with reflections on project/integrated thesis in progress).
All essays/assignments must be handed in in two copies on paper to the exam office in 3.2.1. Please see the website of the exam office in CUID regarding deadlines etc.
Please also notice the deadline for cancellations of course registrations if you do not wish to make use of the possibility to write your way out of the problem with too few written responses.
Study environment and development of Cultural Encounters We find it important that there is a continual discussion about and development of Cultural Encounters for the sake of creating a dynamic environment. Cultural Encounters came about as a result of a close cooperation between students and lecturers, and we insist that this interaction continues in the future.
A study environment is an ephemeral phenomenon, but at the same time in a very concrete way decisive for the level of excitement felt at being attached to a university program. There are lots of ideas and visions for the study environment and many initiatives have been taken. It is important that you participate in formulating what Cultural Encounters represents. Ask not what Cultural Encounters can do for you. Ask what you can do for Cultural Encounters!
Cultural Encounters takes the view that a dynamic study and research environment is only possible where there is a will to exchange ideas, challenge perceived notions of what Cultural Encounters represents – or perhaps ought to represent.
We encourage you to make use of the facilities at our disposal, even if they at times fall somewhat short of being perfect. The headquarter is in Building 3.1.5, where you will find notice boards, pigeonholes, the office of the Study Board and most of the lecturers’s offices. We have our own kitchen and the courtyard, which has occasionally been known to accommodate sheep, is a nice and sunny spot, if you get there on the right day in spring, summer and early autumn, and there are benches and tables for study groups or just for having lunch.
Access to group and dissertation rooms We have a number of group and dissertation rooms in House 3.1.4 and 3.1.5 and here you will have the chance to meet up with fellow students, in particular during the last few weeks before the projects are handed in. It is also possible to book a room in the other sections of the building. In order to book a group room you simply make your reservation on the calendar on the door to the group room AND inform your study board secretary Susanne. Please do not reserve a group room over long periods (max 3 days).
If you wish to book a space for writing your dissertation, please contact the study board secretary, Susanne. As we have only a limited number of dissertation spaces, Susanne will distribute these according to needs and options. Please make sure you sign up as soon as the Board of Study has accepted your dissertation topic. Spaces which are not physically occupied will be given to someone else.
We recommend that you get your own key a.s.a.p. This will enable you to get access to the group rooms and will make it possible to work at RU after hours and during the weekends. Remember to notify the night watchman (tel. 46 74 21 34 or via email: nattevagt@ruc.dk), leave your name and house no. if you are staying after 10 p.m. or during the weekend. In case of a fire it is extremely important that the night watchman knows how many people are inside the building. There are only six proper sleeping rooms in Building 03, three in House 3.1.1 and three in House 3.1.2. These rooms are clearly marked on the outside and are the only rooms you are allowed to sleep in.
You get your key in House 37.1, 8 - 9 a.m. and 11 a.m. - 12 p.m. By showing a valid student card and your receipt for the deposit of DKK 100 to giro account no: 01 00 88 803 (check number 71) or via netbanking to bank account 00 00 88 803 (creditor No. 9173) you will get a key. Your deposit will be returned when you return the key/keycard and show your receipt for the deposit. Make sure that your study card gets activated (with a pin code) when you are in building 37.1 in order to get your key. If you want to get into building 03 before 8 a.m., after 4 p.m. (Monday to Thursday), after 3.30 p.m. (Friday) or during the weekend you have to use your study card. By the front doors you'll find card readers. In order to open the door you have to "show" your study card to the card reader (in a slow movement) and then enter your pin code. The same procedure works in order to open the doors to the computer rooms in the Department.
The activation of your study card is of course free of charge if you already have a key.
Access to and use of computers As a fully enrolled student you have access to the computers placed in the computer rooms in 3.1.4 and 3.2.3.
Immediately after semester start your study board secretary Susanne will make it possible for new students to log on to the computers. If it is not possible for you a week after semester start to log on to the computers by using your ordinary RU-password, please contact Alberto Nielsen (office in 3.2.5, cuid-helpdesk@ruc.dk, website http://magenta.ruc.dk/cuid_en/it_support/).
A print allocation has been attached to each log on/password, so don’t abuse the Department’s printer to print from the net or copy projects etc. If you have printed too many pages, the IT-office will give notice and you risk that your access to the computers is denied.
Finally, we can inform you that you can use RU’s Plug ‘n Study, which is a network that will eventually provide many services. Via Plug ‘n Study you can link up your laptop to RU’s network. If you wish to make use of this facility, please contact Alberto Nielsen (see above).
Organisation of Cultural Encounters
Cultural Encounters is one of seven programs in the Department of Culture and Identity. The Head of the Department is Martin Bayer. You will find his office in 3.2.4. The Head of Cultural Encounters is Kirsten Hvenegård-Lassen and she is located in 3.1.5.
The Study Board Secretary is Susanne Haslund and our student counsellor is Trent Coelli (office hours Tuesdays 10am – 3pm, see also under Profiles at http://magenta.ruc.dk/cuid/uddannelser/kultsprog/Om_faget/studkons/). They both have their office in 3.1.5. Heidi Bojsen is the international coordinator for students going abroad from Denmark. For international students coming to Cultural Encounters the contact persons are Trent Coelli, Susanne Haslund and Heidi Bojsen (see above). The Department’s IT staff is Alberto Nielsen (in 3.2.5).
The Study Board formally consists of two members of teaching staff and two student representatives. The teacher representatives are the Head, Kirsten Hvenegård-Lassen and associate professor Lise Paulsen Galal. There are also student representatives (Katrine Bütow and Gertrud Hjelm Kongshøj). The Study Board meets every two to three weeks, and generally anyone interested can sit in. However, these meetings have been conducted in Danish, and at the time of writing chances are that this will probably continue to be the case. We are aware though that with a hopefully growing number of international students this may change at some point.
The backing group/academic committee This is not at all what you think. It is an open forum for discussing any topic which is up for consideration by the Study Board, but also more generally a forum for discussing the future direction of Cultural Encounters. There are other groups which are set up ad hoc to deal with specific requirements, such as semester evaluation. Please contact our student consultant Trent at kult-studievejledningen@ruc.dk if you are interested in participating in one or more of these groups.
Cultural Encounters email list Every RU-student has a RU-email address and password. You have an obligation to read the emails that are sent to your RU-mail from RU/the programmes. If you don’t know your email address or if you have forgotten your password, contact the E-post-sekretariat in Building 42.1, tel.: 46 74 38 26 or by email helpdesk@ruc.dk.
There is a special email-list for all Cultural Encounters students. It is called kult-stud@ruc.dk and can be used for information relevant to Cultural Encounters, including social activities, which are of general interest to everybody. You can only access this list if you are a subscriber.
To subscribe is dead easy. Log on to the Portalino, click at the link Mailing lists under the headline Campus-it. Click at the link Subscribe/Unsubscribe, find the Department of Culture and Identity on the list, click OK, find the mailing list Students at Cultural Encounters and click OK. Remember to both ‘subscribe’ and ‘unsubscribe’ from the same email address. If you wish to reach a particular audience it is very helpful if you write for example “For B1 students”.
We strongly recommend that you subscribe to this mailing list, because much general and extremely useful information comes out via this list.
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