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High-Impact Practices (HIPs)

DGL Curriculum Integration




What is Diversity and Global Learning?

Diversity/Global Learning cultivates self-awareness and understanding of your impact - locally, nationally, and globally. Students learn to:

  • Understand diverse cultures
  • Develop intercultural skills
  • Understand global processes
  • Prepare for citizenship, both locally and globally

Empower yourself to participate effectively in a society that encompasses diverse experiences, perspectives, and realities. Learn about inclusivity and develop cultural responsiveness across social differences in contexts ranging from the other side of the planet to your own backyard.


Culturally Inclusive Learning Environments promote:

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

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

Transformation. Find a better inner-self through community building, intercultural communication and interdependence. 

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


                                             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.

External Resources


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





HIPs Rubric update!

The High Impact Practices (HIPs) Rubric was uploaded to all Fall 2019 D2L course shells on Tuesday, October 22. Faculty opt in to using the HIPs rubric by attaching it to an assignment folder. 

Step-by-step instructions for attaching the rubric to an assignment can be found at:

Access the  Rubric Guide and FAQ below:

What is Rubric for?

Faculty and instructors assess student learning in the High Impact Practice project or reflection assignment using this rubric. 

TIP: The rubric is not designed for grading purposes, just assessment of HIPs student learning. Attached is a robust FAQs and guide for the rubric.

About the Rubric and HIPs

The rubric addresses the Eight Key Elements of High Impact Practices: Challenge and Time (category 1), Interactive and Diversity (category 2), Feedback and Reflection (category 3), Real World and Public (category 4). Read more on these principles at . Instructors could mirror the wording in the rubric when designing the reflective assignment or when discussing the connections between course material and the HIPs assignment/project with students. 

Use of the rubric in HIPs courses is expected.

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


Dr. Tiko Hardy

Director of Diversity and Global Learning


Martin Conrad

CHTS DGL Faculty Specialist



Dr. Melinda Mingo

Lead DGL Faculty Specialist



Robin Schofield

Co-Director of High Impact Practices

(719) 502-3478


Zach Pharr

Assistant Director of High Impact Practices

(719) 502-3636


Jo-Ellen Becco

Co-Director of High Impact Practices

(719) 502-3110


DGL Division Specialists

Eric Erickson -- English

Susan Rollins -- Math

Martin Conrad -- Humanities

Amy Cornish -- French (Global Village Lead)

Jason Dias -- Psychology

Gloria Nikolai -- Sociology

Sandi Harvey -- Anthropology

Dennis Natali -- Business

Donna Damphousse -- Allied Health (Dental)

Kyle Anibas -- Geography


DGL Advisory Team

Josh Baker - Vice President of Instructional Services

Michael Madson - Associate Dean of Health and Sciences

Fran Hetrick -Dean of Communications, Humanities, and Technical Studies

Kristy Callihan — Professor of Communications

John Brower -- Associate Dean of Business, Public Services, and Social Sciences

Robin Schofield -- Co-Director of High Impact Practices

JoEllen Becco -- Co-Director of High Impact Practices

Zach Pharr - Assistant Director of High Impact Practices

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