An education that concentrates on connections and interdependence can help students develop an awareness of our planet and be prepared to act as effective, responsible citizens in a complex world. UKCore instructors are global educators who facilitate the difficult task of analyzing a controversial contemporary issue, considering the merits of an argument and forming an opinion on the basis of critical analysis.
The University’s emphasis on study abroad is also a critical component to the broader goals of UKCore. Some of the best experiences our undergraduate students occurred during a course offered in an international setting. This component does not require everyone to organize an overseas component to their classes, however.
Keep in mind that this high impact practice can be as simple as using international examples in lectures for situated learning contexts. Expecting members of seminar discussions to value diversity can provide academic challenge for broader conceptualization strategies and allow for student originality and creativity. Faculty concern over the volatility inherent in teaching a controversial issue will stifle this important component of the UKCore Design Principles. Reliance on well-designed uses of the inquiry method provides a framework for classroom activities that discourage one-sided arguments or ill-informed opinions.
Click on the images below to find more information and resources for your exploration of this high impact practice in your course design.
|Large Classroom Settings||Seminar Settings||Small Group Settings|
General Resources on Diversity & Global Learning Activities
- Curt Bonk, “Global Connections and Collaborations,” (video, feedback and resources) Instructional Consulting, Indiana University Bloomington, http://www.indiana.edu/~icy/media/de_series/global_connections.html
- Pat Clarke, “Teaching Controversial Issues: A four-step classroom strategy for clear thinking on controversial issues,” BCTF/CIDA Global Classroom Initiative 2005, http://bctf.ca/GlobalEd/TeachingResources/ClarkePat/TeachingControversialIssues.html.
- Tony Contento, “Encouraging Moral Conversation in the Online Classroom,” (Slides with Voice-over, 18 minutes) Science with Practice, Iowa State University, http://www.celt.iastate.edu/multimedia/dd-contento/index.htm.
- William G. Demmert, Jr. “A Native American Response: Why Do Colleges and Universities Fail the Minority Challenge?” National Postsecondary Education Cooperative (October 2006), http://nces.ed.gov/npec/pdf/resp_Demmert.pdf.
Levels of congruency between the needs of the student, the community, and the institutional environment may be important factors in whether students succeed or fail. The interests and concerns of the university may be antithetical to the needs and interests of the student and the community from which the Native student comes.
- Recommended Readings for Difficult Dialogues Series, Center for Excellence in Learning and Teaching, Iowa State University, http://www.celt.iastate.edu/dd/books.html.
- Shari Saunders and Diana Kardia, “Creating Inclusive College Classrooms,” Center for Research on Learning and Teaching, University of Michigan, last modified 2003, http://www.crlt.umich.edu/gsis/P3_1.php
- Teaching Diverse Students, Schreyer Institute for Teaching Excellence, Penn State, http://www.schreyerinstitute.psu.edu/Tools/DiverseStudents/
- UKPR video, “Study Abroad at the University of Kentucky,” (June 2010)
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