Diversity/Global Learning
"Ours is a world of 24-hour news cycles, global markers, and high-speed internet. We need to look no further than our morning paper to see that our future, and the future of our children, is inextricably linked to the complex challenges of the global community. And for our children to be prepared to take their place in that world and rise to those challenges, they must first understand it" (US Secretary of Education, 2003).
What is diversity and global learning?
Many colleges and universities now emphasize courses and programs that help students explore cultures, life experiences, and worldviews different from their own. These studies—which may address U.S. diversity, world cultures, or both—often explore “difficult differences” such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Frequently, intercultural studies are augmented by experiential learning in the community and/or by study abroad. (Definition from AAC&U LEAP, 2008).
For resources on one example of global learning, study abroad, visit the Texas A&M Study Abroad Programs Office.
What are the student learning goals of diversity/ global learning?
Listed below are the student learning goals of diversity and global learning (according to the AAC&U presentation by Teraguchi and McTighe, 2004):
Understanding diverse cultures
Developing intercultural skills
Understanding global processes
Preparing for citizenship, both local and global
When students interact with people from different cultures and are exposed to global learning, there are many positive implications including their increased ability to function as citizens in a globalized world. Following is a table of the knowledge, skills, and attitudes/ values of global citizens (Gibson, Rimmington, & Landwehr-Brown, 2008).
Why should reflection be used to facilitate this high-impact practice?
As can be seen from the diversity/ global learning goals and the characteristics of global citizenship, students need time to deeply reflect on their own values in order to also recognize and respect others' perspectives. As they learn about global issues, students also need time to reflect on what role they play as global citizens. Reflection prompts can help students learn more deeply about global issues, diverse perspectives,and themselves as they are encouraged to articulate what they know and how they learned it.
How can reflection be implemented in this high-impact environment?
Select from the questions below based on the integrative and lifelong learning outcomes essential to your course or topic, adjusting the questions as needed to the level of students you are teaching.
Choose appropriate reflection activities.
Use the assessment descriptions below as a guideline for evaluating student reflections.
What are some additional resources to help in the facilitation of diversity/ global learning?
Everyday Democracy is a web site with many resources for educators for fostering civil dialogue and encouraging interaction among diverse students.
Global Learning Education outlines many examples and curricular aspects that should be considered when educating students for global learning.
