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High-Impact Educational Practices (HIPs)

DGL Curriculum Integration

Thinking About Diversity?

Diversity Global Learning courses cultivate self- awareness and understanding of your impact—locally, nationally, and globally. Be empowered to participate effectively in a society that encompasses diverse experiences, perspectives, and realities. Learn about inclusiveness and develop competencies for cultural responsiveness across social differences in contexts ranging from local to global.



Resources for Educators:

Teaching Tolerance - A thoughtful essay about the days after the election in classrooms.

PBS - A lesson plan about democracy and healing divisions

Newsela - A factual article about the election that can be changed for different reading levels in English and Spanish.

Election Processing Community Circle Activity - Helping students of all ages talk about the election.

How to lead thoughtful, constructive conversations:

  • Talk about issues and not personalities
  • Identify concerns
  • Process emotions
  • Process next steps

Watch this space!

More info coming...


PPCC's Diversity/Global Learning Courses

GEO105, 106;


​ANT101, 102, 104, 104, 107, 108, 201, 215, 225, 250,





PSY101, 102, 205, 217, 226, 227, 235, 238, 240, 249, 265

SOC101, 102, 205, 207, 215, 216, 218, 220, 231, 237

WST200, 225, 240, 249

Wayne Artis HIS

Glenn Rohlfing HIS

Katherine Sturdevant HIS

Martin Conrad HUM

Jenna Benson ENG, JOU

Regina Lewis COM

Bruce McCluggage PHI

Robin Schofield ENG, LIT

Amy Cornish FRE

  • “Global learning is transnational, meaning that it is about sharing problems, knowing that many challenges ultimately affect everyone because of the way the world is now, and the hope that we can share solutions.  Students must have a ‘sense of human engagement’ and develop a ‘transnational sense of self’.”
  • “The ‘global’ in global studies designates a focus on the multiplicity of interconnections that affects us, and our social, economic, cultural, political, and ecological environments.  Global studies is primarily a way of thinking about these interconnections.”
  • “’International’ acknowledges that the organizing components [of curriculum] are the principles, models, and methods that distinguish one nation and its culture from another, while ‘global’ is a quest to work on shared problems, issues, and interests.”
  • Perspective consciousness: the awareness that your view is not universally shared
  • “State of the planet” awareness: that global challenges and trials extend across political borders and among all humans
  • Cross-cultural awareness: how you interact and perceive others, and how you are perceived by them
  • Knowledge of global dynamics: understanding of key global issues, experiences, and mechanisms
  • Awareness of human choice: understanding problems, varying paths, and choice as they relate to the global system
  • Global consciousness: Understand and look at issues from the perspectives of other countries, but also develop ways to become self-interrogative about your place in the world and your impact on the rest of the world
  • Global conscience: take action on global justice and ethical obligations
  • VALUE: Valid Assessment of Learning in Undergraduate Education
  • LEAP: Liberal Education and America’s Promise
  • Articulation
  • Cross-appropriation
  • Reconfiguration
  • Awareness 
  • Responsibility
  • Participation

HIPs Faculty Specialists are peer experts who are ready to assist fellow faculty to implement or improve high impact practices.


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