Teaching in Globally Diverse Classes Program

The Teaching in Globally Diverse Classes (TiGDC) program helped develop and deepen knowledge, confidence, and skills to effectively engage all students and fully realize the learning potential of our globally diverse classrooms. 

Participants experienced inclusive frameworks, activities, and strategies, and some earned a micro-credential that certifies their ability to integrate these practices into their teaching. The program engaged participants with colleagues from diverse disciplines, institutions, and countries, expanding professional networks and leading to support, collaboration, and personal fulfillment well beyond the confines of the program. 

Learning Outcomes

Participants will be able to:

  • Demonstrate a greater understanding of the international student experience and the dynamic hopes and expectations of both international and domestic students
  • Challenge their own assumptions and biases as they relate to global diversity. Important: Bias and bigotry are not synonymous. We all have biases, and our biases evolve with time and experience. It is important to develop self-awareness through ongoing self-reflection.
  • Practice asset- and access-based approaches for engaging global diversity
  • Facilitate new evidence-based, practical teaching strategies and activities for establishing inclusive learning spaces and promoting cross-national interactions
  • Develop habits that support reflective teaching practice

Micro-credential Requirements

Participants who earned a micro-credential committed 25-30 hours to the program and completed the following:

  1. Registered for the Core Course: Teaching in Globally Diverse Classes Program (Canvas course)
  2. Attended approximately 15.5 to 16.5 hours of TiGDC Core and Elective workshops
    1. Examples of workshops include: Exploring and Leveraging Your Classes' Global and Linguistic Diversity, Foundations of Internationalized Course Design, Uncovering Perspectives through Visual Thinking Strategy, Collaborative Online International Learning, Finding Common Ground: A Community Building Activity, and Strategies For More Inclusive Participation.
  3. Actively reflected on what they were learning and implications for their teaching practice (a reflection guide was provided)
  4. Completed self-paced readings
  5. Engaged in group discussions
  6. Submitted a final reflection/application assignment

Lead Facilitator

Ann Smith, Ph.D., Program Director for the former International Student Academic Integration