1. Communicating in a Global Society
Global Mindset and Societal Inequality
All Colleges will be incorporating one module from the TTU QEP: Communication in a Global Society. University-wide involvement is an important component of our Quality Enhancement Plan (QEP) and as instructors, we play a significant role in exposing 1st year students to broaden their intellectual outlook and becoming more aware of societal challenges facing our world in the 21st Century. Students readily perceive subject-material importance and value by instructor’s enthusiasm; please encourage students to become engaged in every aspect of this module.

2. Qualtrics Pre-Assessment
Please use your computer or mobile device to complete the Qualtrics Survey that was sent to you.
Please attentively complete the survey, as results will be used to enhance education for future Red Raiders.
After you as an instructor review the module material, kindly explain to your students that this material is important for making students more prepared for the challenges of the 21st century. Please give students adequate time to complete the Qualtrics pre-assessment survey in class.

3. Global Mindset
In order to succeed in college, land a job and advance in society, you as a Red Raider need to get along/interact with an ever-increasing diverse society, including peers, faculty and employers
Moreover, to successfully navigate in our diverse society, effective communication with others is essential.
A global mindset is to be interested in and actively learns about other cultures. In college, as in life, our ability to communicate with others, especially those from a different background is one of the most important skills that we can develop while in school. People who can listen to and understand diverse ideas and feelings of others, and who can effectively communicate their own ideas and feelings, are able to succeed in life and maintain healthy relationships.
To understand the communication process, the message can be broken down into four key components:
“Who” are the people who are communicating: the sender(s) and receiver(s). How should language formality change comparing a conversation with a friend versus a professor?
“What” is the message or content of what is being conveyed. When are idioms or technical language appropriate or to be limited? How can specialized language facilitate or impede communication?
“How” is the medium to convey the message and meaning and might include written text, spoken words and/or nonverbal communication such as facial expressions, body language or tone of voice.
“Why” is the intent/motive of the sender. We might have the intent to hurt someone or try to help with a situation. Our intent influences how and what we communicate although we don’t have complete control over the interpretation of our message.
Part of effective communication is to match the message with the audience you need to reach.

4. Faces of Global Diversity
Racial, Ethnic and Cultural Diversity
    How can college expand my interactions with those     who are not familiar?  
Socioeconomic and Generational Diversity
How can  languages, arts, and sciences perpetuate      economic stereotypes? 
Demographic profiles of the world are changing people wherever you live. The population growth among countries such as China and India, the increasing Hispanic population in the U.S. and the growth of the world’s Muslim population are just a few examples of demographic changes that will affect your Tech experience, personal life and career. Learning to communicate with those of different demographic profiles is a critical skill for lifelong learning.
How can college expand my interactions with those who are not familiar? Texas Tech is the ideal environment to meet and learn about diverse cultures and backgrounds. Be proactive and seek out opportunities in areas that you might lack cultural competence through organizations such as the Gender Equity Council, Office of International Affairs and Student Activity Board. Practice a foreign language with respective international students currently studying at Texas Tech. As a Red Raider you will encounter gender diversity in and out of classes and such diversity may challenge preconceptions you have about gender differences between women, men or some less-rigid definition. Other types of diversity to be aware and sensitive to include generational, socioeconomic and sexual-orientation diversity.
How can language and art perpetuate or breakdown socioeconomic and racial stereotypes? Films, books and other types of visual and performing arts may foster certain socioeconomic stereotypes on what roles or behaviors are acceptable for a particular group of society. For examples are Americans from Mexico, Ireland or Africa cast with specific socioeconomic standing within a movie? Language, particularly slang, is often used to dehumanize members of certain groups of people, and this dehumanization is a precursor of discrimination; often these stereotypes lead to unfair discrimination and persecution when the stereotype is unfavorable. Being more accepting of people from different socioeconomic and racial backgrounds can open new professional and social opportunities.

5. Attitudes and Cultural Sensitivity
What is cultural sensitivity?
How does cultural sensitivity impact interactions with others?
How can personal experiences build cultural sensitivity?
These discussion questions are meant to facilitate conversations 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.
What is cultural sensitivity? Being aware and responsive to people of other cultures. A culture can be viewed as a group or community that share common experiences that shape the way they understand the world. Each culture has its own rules about proper behavior which affect verbal and nonverbal communication. Whether one looks another person in the eye-or not; whether one says what one means overtly or talks around the issue; how close a people stand to another when talking—all impact interactions with others. Even when people speak the "same" language, the same words can mean different things to people from different cultures.
How does cultural sensitivity impact interactions with others? By being aware/observant of cultural practices different then ones own and incorporating such verbal and non-verbal actions into interactions with others builds personal interactions/relationships. By following the norms of a given culture, interactions with others is facilitated. Two common cultural barriers are language and religion.
How can experiences build cultural sensitivity? Being aware and responsive to the idea that language and behavior can reduce confusion between people from different places or cultures. Be aware of your own cultural biases. Learn about and seek support/input from members of the different cultural community.

6. Global Mindset Opportunities
Join an international student organization.
Volunteer at diverse cultural events.
Participate in conversation sessions while learning a second language.

7. Study-Abroad Is Possible…
Courses offered at the TTU Center (Seville, Spain)
Discipline-specific programs outside the U.S. (e.g. Brazil, China, Colombia, France, Germany & Japan).
Specialized Exchange-Partner Programs via TTU and Provider- Partner Programs at other institutions.
For more information about the programs available and the steps to studying abroad please see the Office of International Affairs Study Abroad webpage at
The steps outlined include:
Review options on the TTU Study Abroad website, and decide whether you want to take classes, intern, research, or serve abroad.
Research different programs, and choose one that aligns with your goals. The most appropriate program for you may be a faculty-led program, an exchange-partner program, a provider-partner program, or a program at TTU's Center in Sevilla.
Start the online TTU Study Abroad application for your chosen program, and begin scholarship applications such as the SACS.
Meet with the appropriate advisor for your major: Center for Global Engagement Advisor (Business students), Engineering Program Manager (Engineering students), or Academic Advisor (students of all other majors).
Schedule an appointment with a Study Abroad Advisor by following the instructions in your online TTU Study Abroad application.
Receive notification of TTU approval to participate in study abroad after completing the online application phase.
If you have questions about using federal financial aid or benefits, you can contact the Financial Aid Advisor, Ms. Nikki Nordell
Commit to your chosen program, and complete remaining requirements.
Attend Pre-departure Orientation.
GO ABROAD!

8. Cultural-Exchange Experiences
What are some of the challenges and/or opportunities that you might encounter working with an instructor or teaching assistant from a different country?
Challenges include making incorrect assumptions about common and different aspects of each society. For example:
Someone for another country may come with a different native language
Different set of cultural or religious values.
Can be more formal when little talking with strangers.
Personal space may be very different.
More strict or fluid gender roles.
More direct/blunt or more subtle when talking with others.

9. Global Mindset: A Case Study
Sam is waiting for class to start and overhears a small group of students talking about their international teaching assistant. The students complain that they can’t understand the instructor because the instructor “can’t speak English.” One of the students even says that the instructor is “dumb” and questions why she is even allowed to teach. Sam asked the instructor a question last week after class and had a really different experience!
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

10. Global Mindset: A Case Study
He felt like the instructor was very intelligent and helpful, and he didn’t have any problems understanding her. Sam noticed that she seems easier to understand now that they’ve talked one-on-one, and he learned that she has quite a bit of experience working in her country. He feels badly that other students are talking so negatively about her.
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

11. Let’s Talk…
What challenges might this instructor face teaching in another language?
What can these students do to broaden their perception and attitude?
What can Sam say to his classmates?
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.
What challenges might this instructor face teaching in another language? The instructor faces the challenge of having her accent be understood as well as understanding native speakers that may have a very different accent, tempo for speaking and slang that is commonly used. Comparisons with aspects of local culture may also be very different than what is common or popular in the lecture’s home country.
What can these students do to broaden their perception and attitude? Sam can make an effort to bridge the gap between students that have not routinely interacted with people from other cultures; be open to assisting with unfamiliar or awkward situations that might arise. Sam can also make an extra effort to understand the accent used by and others in which English is not their native language.
What can Sam say to his classmates? Encourage students to be globally minded when interacting with people from other cultures. Part of that mindset is to be aware and responsive to the needs of people of other cultures. By bridging gaps in communication between a lecturer and other students you can reduce confusion and facilitate learning.

12. College is About Opening the Circle…
To new friends that may look or think differently.
To new experiences that may feel alien.
To new academic pursuits that may challenge our limits.
When opening the circle to be part of a team either for work or play, the overarching question should be “How can we use this task to help each of us grow?” And then support each other in making that happen. Projects that have been developed by a team tend to be better executed than those produced by an individual effort. This is why so many companies and professionals look for expertise in and use teams to carry out projects.
As you join with a diverse group of people, consider seeking those who are most resilient, who have struggled with adversity and shine through to resolve difficulties. Those are the people who will be most successful with school challenges at Tech as well as life challenges afterwards.
In the case that you find yourself in conflict, whether with a classmate, roommate or professor, considering how to deal with such difficult situations before conflict arises can be a good plan. A minor conflict of miscommunication often can be resolved quickly by a sincere effort to converse while a major disagreement may require more time. You might want to attempt to resolve conflict with another person by directly talking with that person before bringing others into the discussion. Following your instincts, stay calm and try to state clearly your concerns in resolving such situations.
Whether aspiring to be an engineer, journalist, scientist or teacher, being open to diversity and working well with others is an essential and valued skill.

13. Where Can Global-Mindedness Lead?
By opening up our thinking, what problems or challenges are on our global horizon?
Part of college is interacting with your peers: socializing, studying, dating and/or developing strong friendships that will last long past your time at Texas Tech. It is also a time to consider societal issues that encompass more than your social circle or life in college. What are societal issues that span across our state, our nation or even the globe? Global challenges of the 21st Century include: limited natural resources; population growth, migration and aging; information integrity, social networking & big data; and income inequality and the sharing economy.

14. Global Challenges Require a Global-Minded Approach
Limited Natural Resources
Population Growth, Migration and Aging
Information Integrity, Social Networking & Big Data
Natural Resources Most of us understand that food, water, and a majority of our current energy sources are finite, so we need to utilize them more efficiently and effectively. Food, water, and energy are critical resources both in America and around the world, and their relationships to the other challenges — especially population, economies, governance, and conflict — are paramount. Natural resources also introduces the controversial and complex issue of climate change.
Population The issue of global population growth is not just about how many people will live on Earth but also how the global population is composed and distributed. For example, where are populations declining or growing, which countries have relatively older populations and which are more youthful, and how will demographics influence population movements across regions?
Information While ideas spread quickly, assisted by the integration of open-source models like wikis and blogs, there are risks associated with connectivity such as information integrity, privacy of personal data and profiling of select socio-economic groups. The collection of large data sets are beginning to be used to predict complex behavior whether tracking human disease or criminal behavior.

15. Applying Red Raider Global-Mindedness to Economic Challenges
INCOME AND POWER INEQUALITY
How does medical and social-science research connect well-being with societal inequality?
THE SHARING ECONOMY
What are commercial examples of such economic activity?
Risks and/or benefits with this online marketplace?
Income and Power Inequality In most, people in richer areas live anywhere from 5 to 12 or even 14 years longer than people in poor areas. This is a society issue which is considered by some to be a tremendous human-rights abuse. Data from world health organizations indicate that countries with greater equality — with the rich less rich and the poor better off —have better overall health and citizenry based on many public indices.
The Sharing Economy An umbrella term with a range of meanings, often used to describe economic activity involving online transactions. Originally growing out of the open-source community to refer to peer-to-peer based sharing of access to goods and services, the term is now sometimes used in a broader sense to describe any sales transactions that are done via online market places, even ones that are business to business. The sharing economy may take a variety of forms, including using information technology to provide individuals with information that enables the optimization of resources through the mutualization of excess capacity in goods and services. A common premise is that when information about goods is shared (typically via an online marketplace), the value of those goods may increase for the business, for individuals, for the community and for society in general.

16. Global Challenge: Inequality
Core Video
How economic inequality harms societies, TEDGlobal (2018, 12 min)
Ancillary Material
Does money make you mean? Ted Talk (2013, 14 min)
Part of intelligence is being able to focus mental energy on a given task. Such concentration can be developed and improved upon with practice. This video is an opportunity to exercise a students’ concentration skills. Just as physical exercise can build muscle strength and endurance, mental concentration promotes an ability to assimilate critical information and discriminate it from extraneous minutiae.
We feel instinctively that societies with huge income gaps are somehow going wrong. Richard Wilkinson charts the hard data on economic inequality, and shows what gets worse when rich and poor are too far apart: real effects on health, lifespan, even such basic values as trust.

17. Discussion
These discussion questions are meant to facilitate discussion based on the Global Challenges: Economies 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.
Is absolute income related to human well-being in developed societies? The video presents data that relative income inequality but not absolute income is related to well being in developed societies.
Does this study show that availability of public services is correlated with human well-being? The video does not examine the role of social services with human well-being. Indeed, societies which have a high or low tax structure (Belgium versus Japan, respectively) have equally high wellness provided income inequality is low. If social-services availability is related with the tax base, governmental social-services may not be directly related to human wellness.
How can government and/or industry reduce income inequality? Government and/or industry can lower economic inequality by increasing taxes on high income earners or reduce income differences for all wage earners.
Is absolute income related to human well-being in developed societies?
Does this study show that availability of public services is correlated with human well-being?
How can government and/or industry reduce income inequality?

18. Qualtrics Link to Post-Assessment
Please use your computer or mobile device to complete the Qualtrics Survey that will be sent to your account.
Again, kindly be attentive to complete the survey, as results will be used to enhance education for future Red Raiders.
Kindly encourage students to complete the Post-Assessment Survey through the means you see most effective. A participation grade in the course for completing the assignment as well as emphasizing the importance of the assessment in improving educational outcomes for future Red Raiders can be most productive in elevating student participation in the assessment component.
Thanks for your participation as an instructor in enhancing education at Texas Tech.
Guns Up!