You are hereHome › College of Education & Professional Studies (CEPS) › Department of Research and Advanced Studies › Schutts, Joshua › Diversity and Global Experiences Style APAChicagoHarvardIEEEMLATurabian Choose the citation style. Schutts, J. W. (2016). Diversity and Global Experiences. Perspectives, A Publication for Members of the Association of fraternity/Sorority Advisors. Diversity and Global Experiences Details Title Diversity and Global Experiences Contributor(s) Schutts, Joshua W. (author) Located In Perspectives, A Publication for members of the Association of fraternity/Sorority Advisors Date 2016 Notes High Impact Practices, why we should incorporate these elements into practice and the impact it could make. Abstract The Association of American Colleges and Universities (AAC&U, 2007) and George Kuh (2008) frame “diversity and global experiences” as learning experiences where students experience the perspectives and cultures of people who differ from them. Often, this exposure and experience involves coming-toterms with one’s own identities, cultures, and privileges. Often, these type of high-impact experiences are augmented by community- based learning (e.g., service learning or internships) or study abroad. These experiences have the power to be among the most transformative for a student—provided the experience contains the elements of high-impact practice. Study abroad is an excellent example of a “diversity and global experiences” high-impact practice. When done right, a few weeks, a semester, or even a year outside of the country can have a profound impact. When I was a graduate student at The University of Southern Mississippi, I studied abroad in Ocho Rios, Jamaica as part of my student affairs master’s program. The transformative growth that I experienced relative to my world view cannot be understated. During those five weeks, my classmates and I were confronted with our privilege and many of the things we as Americans take for granted every day. Reflecting back, I believe that experience fundamentally transformed how I see the world, and more importantly, how I see my place in this world. I had that experience because the faculty and staff intentionally developed curricula that facilitated deeper learning. Through daily reflection either formally in a journal or informally in small group discussions, I was challenged to make meaning of the learning I was engaged upon. What the Data Say O’Neill (2012) reported on two outcomes that are particularly relevant to this type of high-impact practice: contributing to the larger community, and social perspective taking (i.e., taking seriously the perspectives of others). Below are some highlights of the findings.