1. RaiderReady Communication in a Global Society: Population
All RaiderReady classes will be incorporating one module from the TTU QEP: Communication in a Global Society. University-wide involvement is an important component of the QEP and we play a significant role in exposing 1st year students to broad global concepts and discussions. This global challenge module is loosely categorized as Population and includes topics such as population growth, aging, migration and urbanization.
Within this PowerPoint, you will find resources including YouTube videos to share with your students as well as discussion questions and prompts to help lead a conversation around issues related to Population. While you are not required to share all of these resources or engage in all of these conversations/questions, as part of this module, you are required to administer a pre and post survey with your students. This survey will be administered through Qualtrics and assessed by the Office of Planning and Assessment. The link to the survey is provided in this PPT and will be shared electronically.
The assessments and resources provided were adapted from the American Association of State Colleges and Universities (ASCU) Global Challenges blended course and the Intercultural Effectiveness Scale (IES).
If you have questions regarding the Population module, please contact Dr. Paul Paré, Director of the Center for Global Communication at
*This module could be combined with the information literacy or notetaking lessons in the Raider Ready syllabus and used as an example of how we might better analyze information or take notes. It could also be used as part of the discussion on diversity.

2. Note to Instructors: Information Assessment Questions
Your students will complete a pre and post assessment (both will be administered online through Qualtrics) to measure their information literacy from a very broad conception. These assessment questions were developed based upon the concepts addressed in the resource(s) provided.
You may wish to provide your students with time in class to complete this assessment from their mobile device or computer. You could also require the assessments to be completed outside of class. Please note that the pre assessment is expected to have been completed PRIOR to the lesson.
Your students should answer these questions by selecting what they identify as the best response. If they aren’t certain about an answer, please tell them to try their best.
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3. Qualtrics link to pre-assessment

4. Note to Instructors…
The following video resources are provided as a way for you to address the content within this module. These resources are meant to facilitate discussion and critical thinking and are not meant to be the sole source of information on this topic. You are welcome to provide supplemental or alternative resources for the topic, but please note that the survey questions are required and standardized based on the video links and resources provided.
This module is intended to take place in a single lesson of approximately minutes. The resources provided reflect that time constraint.
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For this module we have provided you with 3 different video resources. The first 2 are from National Geographic and are meant to be paired together. These videos are more generalized and approach population issues such as aging, immigration/migration, urbanization, and resource consumption from a broader perspective. The final video is presented by a faculty member from Kennesaw State University. This video provides a more in-depth and detailed discussion of these same issues. The discussion questions for each video have been designed to address the issues covered by the pre/post assessment questions.

5. Global Challenges: Population
7 Billion: National Geographic
National Geographic 7 billion
Are You Typical?
In 2011 National Geographic presented a year-long series on population. While these videos are somewhat dated, the video(s) are presented in such a way that there is room for your students to think about the implications of the discussion, which is still very relevant. These videos are each just under 3 minutes. The first video provides a general overview on population trends, introducing concepts such as aging, urbanization and natural resource consumption. The second video addresses the question “Who is most typical?” based on population data. An important quote from this video is that “typical is always relative.” This video can easily lead to discussion on diversity as we consider what “typical” means for different people.
7 Billion:
Are You Typical?:

6. Discussion: 7 Billion
These discussion questions are meant to facilitate discussion based on the National Geographic: 7 Billion video. It isn’t necessary for you to use every question or go in any particular order. These questions could be administered as a large group, in small groups or pairs. Some questions could be responded to in writing.
In 1930 the population was 2 billion. What has contributed to the world’s rapid population growth since that time?
Topics covered through this question include:
higher birth and child survival rates, longer life expectancies  increased by better sanitation and health care
What are some reasons that people might be living longer than they were in the 1950s?
Better sanitation
Better health care
A follow-up question might be “If people are living longer, what are the implications of an aging population on our society?”
Economic consequences brought on by a reduced workforce
Increased demands on social systems such as social security, health care and welfare
Decreased tax base – if people are retired, they aren’t paying certain taxes anymore
What is a megacity? Can you name some examples? Why do you think people are moving into urban areas? What does this migration do to the rural areas they are leaving?
Immigration and migration
Urbanization
urbanization: Increase in population in cities/towns rather than rural areas.
megacity: A metropolitan area with a population of more than 10 million.
Top 20 megacities by population:
Main ideas from videos:
Increased life span and higher child survival rates, increased number of people of child-bearing age --> increase in population
Urbanization/megacities/migration --> imbalance of resources
The issue is not simply overpopulation, rather it stems from the disproportionate use of resources, burdening on infrastructure, dichotomy of skilled vs. unskilled laborers and overall unbalance of resources.
In 1930 the population was 2 billion. What has contributed to the world’s rapid population growth since that time?
What are some reasons that people might be living longer than they were in the 1950s?
What is a megacity? Can you name some examples? Why do you think people are moving into urban areas? What does this migration do to the rural areas they are leaving?

7. Discussion: 7 Billion
What areas of the world might experience the largest population growth?
Why does the video suggest that we need balance in terms of resources?
What areas of the world might experience the largest population growth?
Topics covered include:
Urbanization/migration  Urban areas are experiencing the largest population surge and this is happening even more rapidly in undeveloped countries or regions.
Why does the video suggest that we need balance in terms of resources?
Urbanization/migration  As skilled workers are leaving rural areas, we see a resulting imbalance in labor production. For example, there are less people available to help with farming which causes a strain in food supply. As urban areas grow, we also see a drain on natural resources in those areas which takes a toll on the environment.
If time permits, you might consider discussing the concept of “brain drain” -
Main ideas from videos:
Increased life span and higher child survival rates, increased number of people of child-bearing age --> increase in population
Urbanization/megacities/migration --> imbalance of resources
The issue is not simply overpopulation, rather it stems from the disproportionate use of resources, burdening on infrastructure, dichotomy of skilled vs. unskilled laborers and overall unbalance of resources.

8. Discussion: Are you typical?
Before seeing this video, would you have described yourself as typical? After viewing it, what changed? What surprises you?
How does your current environment or perspective influence your perception of what it means to be typical?
While we do not anticipate that this will be a difficult conversation for students, we also want to recognize that this conversation may make some people uncomfortable. If you are unsure of how to navigate what could potentially become a sensitive discussion, please take a look at the University of Michigan’s Center for Research on Learning & Teaching’s Guidelines for Discussing Difficult or Controversial Topics at

9. Global Challenges: Population
Vanessa Slinger-Friedman, Ph.D.
Associate Professor of Geography, Kennesaw State University
With a duration of 13:35, this video is somewhat lengthy and has a lot of information to unpack for/with your students. While the content is quite good, students would likely benefit from a vocabulary/definition list to help ensure that everyone is on the same page for the discussion.

10. Discussion
These discussion questions are meant to facilitate discussion based on the Global Challenges: Population video. It isn’t necessary for you to use every question or go in any particular order. These questions could be administered as a large group, in small groups or pairs. Some questions could be responded to in writing.
What are the population trends outlined by Dr. Slinger-Friedman in the video?
Topics covered include:
Fertility and birth rates, longer life expectancy, increased number of people in their child-bearing years
What are some challenges associated with these trends?
Economic consequences brought on by a reduced workforce
Increased demands on social systems such as social security, health care and welfare
Decreased tax base – if people are retired, they aren’t paying certain taxes anymore
What is urbanization? What are some examples of urbanization?
Urbanization
urbanization: Increase in population in cities/towns rather than rural areas.
megacity: A metropolitan area with a population of more than 10 million.
Top 20 megacities by population:
Immigration and migration
Main ideas from videos:
Increased life span and higher child survival rates, increased number of people of child-bearing age --> increase in population
Urbanization/megacities/migration --> imbalance of resources
The issue is not simply overpopulation, rather it stems from the disproportionate use of resources, burdening on infrastructure, dichotomy of skilled vs. unskilled laborers and overall unbalance of resources.
What are the population trends outlined by Dr. Slinger- Friedman in the video?
What are some challenges associated with these trends?
What is urbanization? What are some examples of urbanization?
Can you identify changes in your community that reflect the trends discussed in the video?
How can society minimize the impact of population growth on natural resources?

11. Note to Instructors…
In addition to learning about information, an important part of the QEP is to consider other, more diverse perspectives. You have spent time talking with your students about population issues that may have started to address issues of diversity and cultural awareness. Now we transition to a conversation on attitudes and dispositions. The following questions and case study are meant to help stimulate further discussion that is more personal in nature.
The QEP will assess the following research question: Is a student’s ability to perform higher-order cognitive skills correlated with a student’s global disposition for continuous learning, interpersonal engagement, and/or self-assurance? To help measure student disposition, the following questions and case study have been developed and will be used and measured with disposition questions in the assessments. This slide is hidden and is not visible to students when in presentation mode.

12. Issues vs. Attitudes
Can my personality help me or hold me back in learning new things or considering new ideas?
How does our openness to new or different ideas impact our learning?
How do you know whether or not you are open to new/different ideas?
These discussion questions are meant to facilitate discussion related to cultural mindset and are just suggestions. It isn’t necessary for you to use every question or go in any particular order. These questions could be administered as a large group, in small groups or pairs. Some questions could be responded to in writing. Please feel free to develop your own questions to stimulate discussion.

13. Openmindedness: A Case Study
Maria has been in Japan for 3 weeks with a study abroad program. At first she thought it was odd that she had to take off her shoes before entering houses or other indoor locations, but it was all part of a new experience. Now she finds herself frustrated and resentful of this custom. She has begun to talk to other students in her program about her opinions and, in general, is becoming negative about Japan.
Below are some resources for teaching with case studies.
Teaching with Case Studies - Speaking of Teaching, Stanford University Newsletter on Teaching
Using Case Studies to Teach – Boston University Center for Teaching & Learning

14. Case Study Discussion Questions
What do you think is happening with Maria?
Based on what you know, do you think Maria is open or closed to this cultural experience?
What can she do to broaden her perception and change her attitude?
Please note that these questions are simply meant as suggestions to start a conversation. You are encouraged to develop your own questions or let the conversation emerge as your students respond to the case study.

15. Note to Instructors: Information Assessment Questions
Your students will complete a pre and post assessment (both will be administered online through Qualtrics) to measure their information literacy from a very broad conception. These assessment questions were developed based upon the concepts addressed in the resource(s) provided.
You may wish to provide your students with time in class to complete this assessment from their mobile device or computer. You could also require the assessments to be completed outside of class. Please note that the post assessment is expected to have been completed after the lesson.
Your students should answer these questions by selecting what they identify as the best response. If they aren’t certain about an answer, please tell them to try their best.

16. Qualtrics link to post-assessment