"Diversity and Global Learning" as a High Impact Educational Practice at Queensborough 

Queensborough values the diversity of its student population. Faculty members implement active learning pedagogies in an effort to build a greater understanding and exchange  among diverse cultural groups. The high impact educational practices offer our faculty and students many opportunities for   enriching the curriculum and utilizing the best practices for engaging students. Faculty members integrate the cultural and archival resources available on campus as effective tools for meeting course objectives, focusing on diverse learning styles, and facilitating self-directed learning.

Participants of the CETL seminar series Making Cultural Connections (2012-13) designed  instructional material for enhancing diversity/global learning in the curriculum. Working together as a cohort, the participants explored various models for integrating cultural resources in order to support pedagogical best practices and to enhance learning outcomes in their courses. Seminar participants also produced lessons for teaching, learning, and assessment in order to achieve their course objectives.  

Diversity and Global Learning Tracks

Intercultural Learning
Communication, Values, Cultures, Stereotypes, Empathy, etc
Sustainable Development
Globalization, Interdependence, Environment, Green, Poverty, 
Ulitizing technology as a global tool
Social Inclusion
Respect, Solidarity, non-discrimination
Human Rights Education
Social Justice, Participation and Democracy, Civic Engagement


The professional development includes the following components: 

Culturally Inclusive Learning: Design, implementation and evaluation: This project will solicit faculty (preferably in groups and including interested and committed adjunct faculty members) to submit proposals to diversify the course materials and represent a broader range of cultural and other perspectives, literacies, histories, etc. Faculty will identify culturally sensitive intervention strategies for learning, team-building, and assessment. By exploring the pedagogical strategies for embracing cultural learning differences of various learner groups, the cohort will develop course material that will enable students to consider multiple perspectives in viewing the world. The faculty would then commit to contributing materials to a website for others who might want to make similar changes in their syllabi. The website would grow gradually into a repository for a wide range of resources on culturally inclusive pedagogy.

Developing Intercultural Competence: How can we encourage the development of knowledge, skills, and attitude necessary for students to interact in multicultural, cross-cultural, and intercultural settings? Knowledge outcomes include an understanding of global issues, processes, trends and systems; Skills outcomes focus on cultural frames of reference and alternative perspectives; Attitude outcomes demonstrate a willingness to seek out intercultural opportunities.

Intercultural Communication: What are some strategies for effective communication with people from diverse cultures, co-cultures, and sub-cultures in both local and global context?  Intercultural dialogue is the key to sharing collective knowledge. Reflective activities on   communication styles include diverse ways of sharing information in speech and writing (Culturally inclusive ways of organizing and presenting information, multiple ways of expressing agreement/disagreement, and appropriate ways of establishing trust/credibility).  A familiarity with word choice and non-verbal communication in different cultures and backgrounds helps students in traversing their own intercultural cycle.       

Diversity and Global Learning Resources at Queensborough