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High Impact Practices (HIPs)

DGL as High Impact Practice

DGL Courses Include:

  • DGL Course Content (if you assess DGL as GenEd, you have this)

 

  • A DGL "Real World" Project (something you design to engage students beyond the classroom)

 

  • Inclusive Teaching Practice (we simply ask that you are growing as an educator and applying inclusive best practices as you are able)

Many of the activities below primarily focus on helping students to better understand the backgrounds and lived experiences of others. These activities could also be helpful in providing a better understanding of a specific area of content.

Activities are organized by introductory, intermediate and advanced categories. Facilitators should consider the following:

  • establishing ground rules that include participants' input
  • ensuring clarity of purpose
  • potential for triggers and conflict
  • time allotted for facilitating and debriefing
  • group dynamics, including varying backgrounds and experiences

The link below provides an example of a general outline for structuring classroom conversations as they pertain to creating an inclusive classroom and Brave Space for dialogue.

Communication Guidelines Example

 

Introductory

Intermediate

Advanced

                                                             

                                             Students presenting their painting project in Humanities class -- Julan Shirwod Nueva CC BY-SA 4.0 

 

This page can be used in conjunction with the main Diversity, Equity, and Inclusion LibGuide as faculty develop their own DGL related assignments. Below you will find sample assignments and projects successfully used by PPCC instructors in their courses along with others linked externally.

 

 

Topical discussion: Immigration and Education

Students read:  

"Me Talk Pretty One Day," David Sedaris

"I Want to Be Miss America," Julia Alvarez

NY Time article: https://www.nytimes.com/2018/12/28/us/native-american-education.html

Discussion board prompt:

In "Me Talk Pretty One Day," David Sedaris certainly uses humor to deal with the challenges of living in a foreign country, but what are some of the real issues he faces as an immigrant student? How is Julia Alvarez's experience different, as described in "I Want to Be Miss America," and how are their experiences similar? While Native Americans are certainly not immigrants, what struggles do they have in common with immigrants? Where does your own concept of what immigrants and/or Native Americans face come from? Support your position with reason and evidence from the Essay 1 texts found in the Content section.

 

 

Critical Thinking about Thanksgiving

First, read the articles: 

https://blog.nativehope.org/what-does-thanksgiving-mean-to-native-americans

The Thanksgiving Tale We Tell Is a Harmful Lie. As a Native American, I’ve Found a Better Way to Celebrate the Holiday

Before starting your post, read the texts carefully and annotate them. Then, read them again, and take a few minutes to think about what you’ve read. Then, write your response.  In your post, tell us what you think the main idea or thesis of each article is. Also include answers to the following questions:

1. What's the problem with "wearing culture as a costume" (cultural appropriation)?

2. What does "whitewashing" mean?

3. Why does Sean Sherman feel the often-repeated Thanksgiving story is "damaging" and "poisonous"?

3. What was your understanding of the holiday before reading these articles? Do you remember being taught about the Thanksgiving story in school? Did you learn something new from the reading?

 


External Resources

Inclusive Learning at PPCC Embodies:

Awareness, Sensitivity and Mutual Respect

Recognize the vast diversity of cultures, thought, and social systems on a local and global level.

 

Critical Thinking

Analyze and shape how your experiences, perspectives, values, and assumptions affect your interaction with the world

 

Engaging Diversity in the Classroom

Gain the real-world skills and knowledge necessary to engage in various multicultural settings.

 

Transformation

Explore similarities with different cultures through community buildings, inter-cultural communication and global learning

Dr. Tiko Hardy

Director of DGL

tiko.hardy@ppcc.edu

719.502.3314

Dr. Melinda Mingo

Lead DGL Specialist

melinda.mingo@ppcc.edu

719.502.3200

Robin Schofield

Director of HIPs

robin.schofield@ppcc.edu

(719) 502-3478

Jo-Ellen Becco

Director of HIPs

jo-ellen.becco@ppcc.edu

(719) 502-3110

DGL Division Specialists DGL Advisory Team
Eric Erickson -- English Josh Baker - VPIS
Susan Rollins -- Math Michael Madson - Associate Dean of NPS
Martin Conrad -- Humanities Fran Hetrick -Dean of CHTS
Amy Cornish -- French (Global Village Lead) Kristy Callihan — Professor of COM
Jason Dias -- Psychology John Brower -- Associate Dean of BPS
Gloria Nikolai -- Sociology  
Sandi Harvey -- Anthropology  
Dennis Natali -- Business  
Donna Damphousse -- Allied Health (Dental)  
Kyle Anibas -- Geography  

Videos, Books, and Glossary

Culturally Inclusive Video Resources

The educational videos below help provide an understanding of issues pertaining to culturally inclusive practices.

                                                   

Access PPCC's subscription to more than 25,000 streaming videos available 24/7. PPCC login required for off-campus access.

Search Films on Demand by title or topic of interest. 

For more detailed information on how to use Films on Demand, click here

  • Skin Deep -- chronicles the eye-opening journey of a diverse and divided group of college students as they awkwardly but honestly confront each other's racial prejudices.

 



   




                                                             




Additional Resources

 

CNN study--brown eye blue eye

                                                                             

                                                                                                                                      CC BY-SA 3.0 Raul Ruano Ruiz

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