“Educating students for a global future is no longer elective. The Association of American Colleges and Universities (AAC&U) has identified global knowledge, ethical commitments to individual and social responsibility, and intercultural skills as major components of a twenty-first century liberal education” (Caryn McTighe Musil). In 2007, the National Survey of Student Engagement (NSSE), administered by hundreds of higher educational institutions in the US, found “Diversity/Global Learning” to be a “high-impact educational practice.” According to NSSE, “Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated ‘high-impact’” (nsse.indiana.edu/2017). According to George Kuh, a senior scholar at AAC&U, “High impact practices [such as global learning] benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices” (aacu.org/resources/high-impact-practices). Additionally, Hart Research Associates survey of 400 employers showed that more than three-quarters (78 percent) [of employers surveyed] agree that ‘all college students should gain . . . an understanding of societies and countries [and issues] outside the United States’” (2015).
Below is a list of globally enhanced classes. Please click on each class for a description.
Art History 106 and 107 (all sections)
Art History 106 (Ancient and Medieval Art) begins in the Paleolithic Period with examples of cave art found in France and Spain. We continue to study the art of the Ancient Near East, The Fertile Crescent, Mesopotamia; art created by the Sumerians, Akkadians, and Babylonians, before turning to Ancient Egypt. The Pre-Greek cultures of the Aegean, Cycladic, Minoan, Mycenaean follow, and then we address the whole of that great Classical world of Greece, which extended to the West Coast of Asia Minor. After that we study art from the Etruscan period (Italy), The Roman Empire, what we know today as Europe, Great Britain, and North Africa. On to Byzantium, which became Constantinople, in Istanbul, Turkey. Our journey continues through the Medieval, Romanesque, and Gothic Periods. Students in this class will write papers and complete an exam on course content. All sections of this course currently use Janson’s History of Art (Vol. 1).
Art History 107 (Art Since the Renaissance) begins with Gothic Art in Italy, France, and Germany. We move forward through the centuries, studying the Renaissance in Italy and Northern Europe, the Baroque Period, The Age of Enlightenment, Romanticism, Realism, Photography, Impressionism, Post-Impressionism, Symbolism, American Architecture, Abstraction, Dadaism, Surrealism, Organic Sculpture, The Harlem Renaissance, Mexican Muralists. We look at art between the wars as well as during and after WWII. Students in this course are exposed to the major European and North American visual art content through the mid-20th Century. Students in this class will write papers and complete an exam on course content. All sections of this course currently use Janson’s History of Art (Vol. 2).
Course descriptions submitted by Professor Maber
Biology 108 (M. Wolfson)
Human Biology (BIOL 108) currently focuses on two areas of global concern: (1) the HIV/AIDS epidemic and (2) environmental ethics. Students in Professor Wolfson’s Biology 108 class begin with discussion of the HIV and AIDS epidemic and the lymphatic system. Building on this foundation, students examine the biology of the virus and the disease, as well as the way in which societal stigmas and poverty can influence an epidemic. Students in Professor Wolfson’s class will investigate the HIV/AIDS crisis in both domestic and global contexts, seeking to understand the causes of the high rate of HIV infection in the African-American gay and bisexual communities, and shining a light on the societies of sub-Saharan Africa, where over 12 million children have been orphaned, a tragedy which destabilizes these countries politically and culturally, as it deepens the poverty that is an enemy of treatment. The other topic of global concern in Biology 108 involves a student group presentation on environmental ethics, which includes the crash of species diversity and climate change. Within this framework, students will present on the many societal and biological impacts of human actions: rising sea levels, increasingly powerful and destructive storms, prolonged droughts that decimate food crops, the destruction of coral reefs and marshes that are the nurseries of marine life (destruction that, in turn, accelerates the decline in fish populations), etc. Knowledge is power in medicine and biology, and exploring these and other powerful issues is a highly motivating and rich experience for the students in Professor Wolfson’s Human Biology class. When students connect course material to global issues, they enhance and solidify their learning, and, more importantly, they become better positioned to make a positive contribution to our world. Students in Professor Wolfson’s class will earn credit toward Global Citizenship Distinction and will be eligible for a Global Citizenship Award.
Business 246 (T. Vorbach)
All of Dr. Vorbach’s sections of BUSI 246 will address global issues, with a specific focus on global supply chains. BUSI-246 Supply Chain Management is a face-to-face class that provides students with an overview of the major components of global supply chains, the linkages and interactions of these components, and key issues that arise in managing supply chains. This course is designed to provide students with an understanding of supply chain management and be conversant on the basic concepts and management challenges.
In this class, students will be exposed to various cultures as this is germane to supply chain management. Students will go beyond simply seeking the lowest price from a supplier as they attempt to partner with global supply chain members seeking efficient and sustainable supply chains based on cooperation and shared goals.
Students in this course will read the primary text, Operations and Supply Chain Management, which contains two required chapters that focus exclusively on the global aspects of supply chain management. Students in this class may complete an assignment that asks them to reflect and analyze global options and global sourcing. They will inform others of their learning by presenting their findings. Dr. Vorbach’s class will earn credit toward Global Citizenship Distinction and outstanding students may be nominated for a Global Citizenship Award by their professor.
Business 251 (J. Sellitti)
Business 251 focuses on international business amid the challenges of globalization. In this class, we will study various cultures within different countries and how they relate to doing international business. We will also study the ethics and politics of nations worldwide and how both relate to international businesses. We will discuss international trade theory and the economic development of nations, while going into detail about foreign investments and the various types of risks associated with these investments. Another interesting topic will be the study of free trade, trade agreements, and precipitating circumstances for such agreements. When examining the international financial and monetary system, an emphasis will be placed on the foreign exchange market. We will also discuss how to select and manage entry modes regarding international business management.
Chemistry 136 (T. Berke)
Students taking CHEM 136 are generally Allied Health or Nursing majors, which makes them eager to see the many ways in which chemistry relates to the world and to global issues. Professor Berke’s CHEM 136 classes have been enhanced to address current global issues. For example, in Professor Berke’s class, global topics such as sex trafficking and HIV/AIDS can be tied to chemistry via the study of electrolyte imbalances and acid-base imbalances. Other global problems can be tied to radioactivity and pH levels. Students in Professor Berke’s class have the opportunity to select a global issue (for approval) and write a term paper that applies chemistry to their selected issue. Students may focus on issues as diverse as the prevalence of disease, the impact of poverty on health, the lack of access to medical care, and the impact of climate change on our world (to name a few). During the writing process, to ensure that they are on the right track, students submit an outline that demonstrates their learning and their application of course knowledge. Additionally, students are aided by one of our excellent research librarian, Valerie Bonilla, who provides invaluable assistance during the research process. The finished papers in Professor Berke’s class are very exciting to read. Students often will choose a topic that has personal meaning to them, and, in quite a few cases, students find organizations that excite them enough to participate. One student was so passionate about her topic that she convinced her family and friends to join her in working to curtail sex trafficking. Her passion was contagious when she presented at the Student Achievement Showcase and the Global Citizenship Awards. It is amazing how much energy students are willing to invest in making a difference once they learn about a global issue.
English 121 (E. Maloney)
Professor Maloney’s sections of English 121 use the concept of myth, archetype, and the collective unconscious to approach writing from a global perspective. Students begin by studying personal narrative based on a precept or proverb. International texts will be used. Then students will study the archetype of the creation myth, and complete a compare/contrast paper based on different mythologies from around the world. Analysis forms the largest portion of the writing requirements, with both a literary and film component. The inspiration is the archetype of the hero’s quest, and past examples of texts/films used are Big Fish and The Razor’s Edge. Students will be required to demonstrate mastery of different writing modes, utilizing Standard Written English. The class is largely discussion based with an emphasis on finding connections among international texts and making personal connections with the writing. Revision of writing is required. Students in Professor Maloney’s class will earn credit toward Global Citizenship Distinction and may be nominated for a Global Citizenship Award by their professor.
English 121 (K. Scheffler)
ENGL 121 is an introductory writing course in which students compose and revise narrative, persuasive, analytical, and argumentative essays. The goal of the course is to offer students a clear understanding of the writer’s process of prewriting, drafting, revising, and editing, but does so through readings and topics of a global dimension.
Students begin with a personal narrative, using excerpts from texts such as I am Malala by Malala Yousafzai, Americanized: Rebel Without a Green Card by Sara Saedi, and A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah, as not simply models for writing, but also to gain a better appreciation for diverse voices and global experiences. The course culminates with a research project about the challenges the modern teen faces in the 21st century, both here and abroad. Issues which impact teen lives such as immigration and refugees, gun violence, social media and technology, global climate change, women’s rights, access to education, and gang violence, to name a few, are researched and analyzed through writing.
Additionally, to further engage in global awareness, students are asked to do biweekly observation essays in class. Using the New York Times, the Wall Street Journal, or NPR as supplemental texts, students explore current national and international events in short opinion essays. These are then read in class; opinions are shared and discussed in an open, cogent forum, enabling students to not only try out their own voices but to hear and respond to the voices and opinions of their classmates.
Yet, global awareness is more than just a political and cultural perspective. There is also a cognitive one. For students transitioning from high school to college, ENGL 121, through reading and writing, asks them to reach beyond the four walls of their daily, local experience and to perceive a world of rich diversity. ENGL 121 facilitates a thinking which is more critical, more analytical—a “big picture” thinking that is, in the true sense of the word, global.
English 122 (E. Maloney)
Professor Maloney’s sections of English 122 address several global issues. Students in this course begin the semester discussing issues related to the documentary The True Cost of Fast Fashion including globalization, international trade, consumerism, and the environmental impact of a global economy. As the semester progresses, students present projects on topics of personal interest and veteran experiences. The semester concludes with a study of national and international education using the documentaries On the Way to School and The Race to Nowhere. Students in this class will complete assignments that ask them to demonstrate knowledge of basic MLA format including citation of sources. Students will also inform others of their learning through a Ted Talk style presentation, an interview paper, and an in-class group learning exercise and presentation using the Design Thinking/Human Centered Design method. The class is largely discussion based, with an emphasis on supporting statements and finding credible source material. Students in Professor Maloney’s class will earn credit toward Global Citizenship Distinction and may be nominated for a Global Citizenship Award by their professor.
English 122 (K. Maki)
All of Professor Maki’s face-to-face sections of English 122 (Writing and Research) address global issues, with a specific focus on the current GCP theme. This is a discussion-based class that seeks to engage students in issues they care about. Students in Professor Maki’s English 122 class are asked to select an issue they care about, locate credible sources in the library, and write two short “Informative Analysis Papers” on their issue, as it exists domestically and globally. After this phase of their research is complete, students are challenged to compose a proposal paper that persuades people to donate to a specific organization that is effectively and ethically working to solve or ameliorate the issue that they have been researching. Students who take English 122 with Professor Maki are asked to self-select an issue that is important to them, and they can expect to learn about their chosen issue via reading, writing, multimedia presentations, and in-class discussions. Students in Professor Maki’s English 122 class can earn credit toward Global Citizenship Distinction and are eligible for a Global Citizenship Award.
Environmental Science 107 (all sections)
All sections of ENVR 107 – Environmental Science address global issues. The course integrates the biological, chemical, political, and economic aspects of the environment as the relate to environmental sustainability, pollution, natural resource conservation, and the enactment of environmental policies. The course draws on the foundations of ecology to understand how human population growth and resulting technology affect individual species, biodiversity, and ecosystem health. The laboratory component of the course offers field experiences, computer simulations, and laboratory analyses that analyze real-world environmental data to quantify human impacts leading to potential solutions to environmental problems.
The Learning Objectives of the course include: Discuss the ecological concepts related to species, populations, communities, ecosystems, evolution, ecological niche, adaptation, genetics, carrying capacity, natural capital, ecosystem services, and extinction; Explain planetary biogeochemical and nutrient cycling; Discuss how agricultural practices, water and air pollution, use of renewable and nonrenewable resources, creation of solid and hazardous wastes, and production of traditional and alternative energy paths are impacting the planet; Investigate the environmental worldviews, politics and economics driving the human impact.
Students in this class may complete a research paper on a global topic such as: air pollution, carbon budget, climate change, climate models, desertification and drought, disaster risk reduction, environmental analysis, environmental change, environmental politics, food security, nutrition and sustainable agriculture, global warming potential, national sustainable development strategies (NSDS), etc. In addition, students will complete multiple laboratory analysis using environmental data to quantify human impacts as the relate to agriculture and environmental health, carbon dioxide and the greenhouse effect, climate change and global warming, fossil fuel extraction and use, alternative energies, and human populations of the world. They will inform others of their learning by presenting their work at the end of the semester. Students in this class will earn credit toward Global Citizenship Distinction and may be nominated for a Global Citizenship Award by their professor.
Environmental Science 108 (all sections)
All sections of ENVR 108 – Principles of Sustainability address global issues. Sustainability involves meeting basic human needs without undermining human communities, culture, or natural environments. This difficult goal requires recognition of the complex interrelationships among environmental, economic, and social forces and reexamination of our relationships to technology, natural resources, natural science, human development and/or local to global politics. Students are introduced to a variety of topics including climate change and environmental pollution, economic globalization, north-south disparity, local and global strategies, agriculture and sustainable food production, environmental ethics and history, and social justice.
The Learning Objectives of the course include: Define sustainability and understand how concepts of sustainability are connected to issues of social justice, the environment, and the economy at local, regional, and global levels; Demonstrate knowledge of key concepts related to the study of sustainability, including planetary carrying capacity, climate change, and ecological footprint; Explain how sustainability relates to their lives and their values, and how their actions impact issues of sustainability at the individual, and at local, regional, and global levels; Use the scientific method of inquiry to investigate the environmental worldviews, politics and economics driving the human impact; Use appropriate verbal and writing skills to communicate details of the scientific method including hypotheses, results and analyses.
Students in this class will complete a research paper on a global topic such as: air pollution, carbon budget, climate change, climate models, desertification and drought, disaster risk reduction, environmental analysis, environmental change, environmental politics, food security, nutrition and sustainable agriculture, global warming potential, national sustainable development strategies (NSDS), etc. They will inform others of their learning by presenting their work at the end of the semester. Students in this class will earn credit toward Global Citizenship Distinction and may be nominated for a Global Citizenship Award by their professor.
History 105 & 106 (A. Zampogna-Krug)
History 105 and 106 (World Civilization I and World Civilization II respectively) are by nature global courses. Students taking these courses can expect to learn about cultures, political systems, economic structures, and historical events across the world. Professor Zampogna-Krug enhances her 105 and 106 courses by integrating modern global issues, with a particular focus on the current GCP theme. All students taking her 105 and 106 courses are required to write a moderate research paper that answers a historical question compatible with the current GCP theme. For example, the GCP theme from 2015-2017 was global health. For the research paper, Professor Zampogna-Krug provided three research questions that all related to global health, and students were asked to select one for their paper. One of the options for the History 106 assignment asked students to examine the impact of the Industrial Revolution on human health. Students collect credible sources in the library and meet with a tutor in the Writing Center as they work through the writing process. Professor Zampogna-Krug changes the questions offered in the research paper assignment in accordance with the GCP theme. In addition to the research paper, Professor Zampogna-Krug integrates the current GCP theme and other modern global issues into her courses through in-class discussions and videos. Students who take History 105 watch the documentary, It’s a Girl, which examines the problem of female infanticide in India and China as an outcome of ancient patriarchal traditions. She also encourages her students to attend on-campus events that address the current GCP theme and that relate to History 105 and/or 106 curriculum. Students who take History 105 or 106 with Professor Zampogna-Krug will earn credit toward Global Citizenship Distinction and may be eligible for a Global Citizenship Award.
Journalism 101 (all sections)
Journalism 101 (Introduction to Journalism) addresses global issues, with a specific focus on global crises, ranging from human trafficking to climate change. Students will research the topic based on recent newspaper articles in publications such as The New York Times and The Washington Post. For the editorial assignment, students are broken into groups and assigned a global crisis to investigate. They then must research the crisis and create a PowerPoint to present to the class. Because the goal of a well-written or well-argued editorial is to persuade people to take action, the presentation must offer students a path toward action, explaining the steps that they can take to make a difference. Students in any Journalism 101 section will earn credit toward Global Citizenship Distinction and may be nominated for a Global Citizenship Award by their professor.
Mathematics 145 (N. Darden)
Professor Darden’s Algebraic Modeling (MATH 145) class includes a two-unit, globally focused project incorporating linear and exponential functions and models. The purpose of this project is to explore child mortality data from a selected country (outside of the United States) and research world events that may be associated with the data.
Students will choose data from a Microsoft Excel spreadsheet housed in Canvas and obtain a minimum of ten data points of child mortality, by age group, beginning in 1950, and every five years thereafter. Students will then use Microsoft Excel to create tables and a scatter plot, and to calculate the appropriate regression equation to model the data. The equation will be used to answer mathematical questions and to interpret their meaning related to the topic.
Students will research historical events associated with, and possibly related to, changes in child mortality. Students will consider humanitarian issues that may affect the decrease in mortality rates by researching causes such as access to maternal healthcare, access to clean water, increased education for females, availability of vaccines for diseases, increased medical knowledge and medicines, and basic training regarding home remedies for mothers living in rural areas. After the completion of this project, students will present their findings to the class via a five-minute PowerPoint presentation.
Nursing 165 (all sections)
Nursing is inherently a global profession. We care for people from all over the world, people suffering with every disease imaginable. We work in vastly different settings–ranging from the top medical centers here in the US to rural environments in underdeveloped countries. Providing global health care requires planning, preparedness, and cooperation between multidisciplinary professionals, agencies, governments, private companies, and foundations. Our NURS 165, Nursing Issues, course explores these very issues. As students study global health issues (GHIs), they look at health care systems, the delivery of care, and health equity issues in nations from around the world. In the GHI assignment, students are asked to research emerging global health issues, identify vulnerable populations, provide historical information related to these issues, describe a current action that seeks to solve the problem, and explain how the professional nurse can be part of the solution. Some of the GHIs they may explore are infectious diseases, human trafficking, maternal-newborn health, preparedness for health inequities within a framework of social justice, and the uneven distribution of global health care workers. In addition, our students look at the education of nurses from a global perspective. We are in the process of implementing a new concept-based nursing curriculum, and as we develop new courses we continue to explore new ways to incorporate GHIs into our nursing lectures.
Course description submitted by Professor Booker
Philosophy 227 (all sections)
All sections of PHIL 227 address global issues, with a specific focus on one of the chapters in the department textbook, Global Justice and Globalization. Students in this class will identify the five definitions of “globalization” and evaluate globalization. In addition, students in this course might read primary source scholarly philosophical articles on Global Issues and Globalization, which address issues such as the reasons for the growing gap between rich and poor nations and whether or not wealthier nations have an obligation to help poorer nations. They will have the opportunity to write a critical analysis paper on Global Issues and Globalization if they choose that topic. The paper should be approximately 6 pages in length. Students taking this course will earn credit toward Global Citizenship Distinction and may be nominated for a Global Citizenship Award by their professor.
Course description submitted by Professor Macomber
Political Science 101 (E. Johnson)
Emphasis in POLI 101 803RS is placed on gaining an understanding of the root philosophies that have shaped political theory and government around the world. Students have the opportunity to examine the works of both Western Political Philosophers such as Hegel, Locke, Hobbes & Jefferson and Eastern Philosophers such as Confucius, Kautilya & Ibn Khaldun to compare and contrast the different beliefs, customs and practices which have impacted the development of modern day political thought and systems of government around the world.
Students discuss the common threads of political thought, of both groups, as related the myriad of shared issues & problems that we face today in our global society. The course also provides the opportunity for students to discuss the transition occurring in the process of governance itself as it works to overcome the – in most cases- shared difficulties of delivering services under the constraints of our 21st century global economy, social and environmental conditions.
The course meets every Tuesday 6:00pm – 8:45pm during the Spring 15-week term. Students receive 3-credit hours for successful completion of the course. Students are required to follow both global and local news sources and make current event presentations each week relating the importance and impact of their selected topic. They are required to address global issues related to current event societal concerns and the government-public relationship in the context of the differing global political systems and ideologies. Students have the opportunity to share their acquired knowledge and the overall classroom experience by participating in civic involvement exercises – campus meetings, student clubs, lectures, film series and community events.
Political Science 105 (E. Johnson)
POLI 105 005RW American National Government will place a focus on the growth and development of America’s role as a global leader in the areas of diplomacy, human rights and environmental justice. Study and group discussion will center on the environment as an issue of importance in our history and how the role of the Federal Government has grown to encompass regulatory and enforcement powers as well as scientific research and preventive education. We will also study the ebb and flow of American leadership on the issue of climate change and environmental justice on the global level.
Students will also study the history and work of the Global Parliament of Mayors (GPM) which involves close to 100 mayors around the world in plenary discussion on issues including climate change and the environment. A formal declaration will be issued and signed by members of the Global Parliament. Students will follow the proceedings of the GPM Annual Summit in Durban, South Africa taking place in November 2019 and participate in an interactive webinar which I will conduct from the summit proceedings in Durban.
The POLI 105 course meets every Tuesday 11:00am – 1:45pm during the Fall 15-week term. Students are required to follow both global and local news sources and make current event presentations each week relating the importance and impact of their selected topic. They are required to address global issues related to governance on the national level and international diplomatic efforts to address pressing issues such as climate change and environmental justice. Students have the opportunity to share their acquired knowledge and the overall classroom experience by participating in civic involvement exercises – campus meetings, student clubs, lectures, film series and community events.
Reading 091 (J. Salvo)
Professor Salvo’s sections of Reading 091 address global issues, with a specific focus on immigrants and refugees. For example, students in this course might read the novel Home of the Brave, by Kate Applegate, which addresses issues such as refugees fleeing violence in Africa, arriving in America, and adapting to this new world. Additionally, students in this class often read current event articles that are related to refugees and immigration topics. Student build their vocabulary and background knowledge by closely reading and analyzing these current event articles throughout the semester. Whole-group student discussions are encouraged, and students build confidence speaking about world events and sharing their ideas and opinions. Students will inform others of their learning by participating in discussions, sharing their own stories and articles, and often participating in a web-quest that is designed to locate related information on the internet. Students in Professor Salvo’s class will earn credit toward Global Citizenship Distinction and may be nominated for a Global Citizenship Award by their professor.
Reading 092 & 095 (multiple sections)
All classes taught by Professors Barrella, Batchler, Kotsis, Salvo, and Wojcicki address a global issue that focuses on the current GCP theme. The students in these classes are currently reading Refugee by Alan Gratz, a novel about three children going on traumatic journeys in search of refuge. Even though Josef, Isabel, and Mahmoud are separated by continents and decades, shocking connections tie their stories together in the end. The students are asked to either keep a journal or write discussion posts about the assigned readings. Each instructor takes time to read and discuss the novel in class. Students also watch videos and read articles related to the topic. Additionally, there is a research and presentation component related to the novel. After a presentation by a librarian on how to use the library’s database, the students research, read, and practice the reading skills they have learned with an article based on a theme connected to the novel. The article must be based on a topic related to refugees and some of the struggles they encounter, such as education, healthcare, racism, or life in refugee camps. Students are encouraged to choose a topic that is personally relevant in order to heighten their research and learning experience. After reading and analyzing the article students will submit a typed summary and also share with the class what they have learned by creating a power point focused on some of the main points from their article.
Sociology 215 (C. Calogero)
Professor Calogero believes that knowledge about cultural perspectives other than our own is integral to cultivating a sociological understanding of the family. Thus, a global perspective is integrated into many topics discussed in her sections of SOCI 215: Marriage & the Family. Cross-national comparisons are frequently employed.
The discussions related to aging, gender, partner selection, fertility trends, income distribution, single person households, childbearing outside of marriage, and work use a global perspective that notes differences between the American reality and that of other countries including Japan, Sweden, and Saudi Arabia among others.
Specific topics that enlarge these dialogs include the Daughter Deficit visible in China, India, and the Asian diaspora; the country-by-country gender equity rankings of the World Economic Forum; marriage between cousins; the Gini Coefficient; and trends in family size in the developed and developing worlds. The impact of globalization on American family life is also addressed. Assignments, which vary from semester to semester, may involve reading about and analyzing family life conditions in other countries.
Students who take Sociology 215 with Professor Calogero will earn credit toward Global Citizenship Distinction and may be eligible for a Global Citizenship Award.
The minimum threshold for a globally enhanced class: Brookdale’s “Global Citizenship Project” considers a class globally enhanced if students spend at least six hours learning (via lectures, assignments, or self-directed inquiry) about geographical regions outside the US or considering issues that affect diverse populations in multiple locations (e.g., climate change, human trafficking, antibiotic resistant bacteria, etc.). In these classes, students will share their learning with others after they complete a significant project or series of assignments. Globally enhanced classes give students the opportunity to consider real-world issues and respond to diverse perspectives, examining their own assumptions and biases in the process” (2017).
To assist you in writing your description, GCP has created a template for globally enhanced classes. If you would like to add your course to this list, please email Kelsey Maki (firstname.lastname@example.org) with your course description
For faculty wishing to learn more about globally enhanced classes and the benefits of diversity in the classroom, please refer to our researched guide.