Global Scholars Program, University of Michigan, Ann Arbor
Encyclopedia
The Global Scholars Program (GSP) is an academically supported living-learning community at the University of Michigan at Ann Arbor, that provides sophomore, junior, and senior University of Michigan students the opportunity to engage with both U.S. and international students on campus and around the world. There are only few other universities in the US that offer similar programs.
GSP prepares students to be interculturally competent global citizens, champions for meaningful change, and innovative leaders of tomorrow.
Students will learn about global issues from multiple cultural perspectives. Also, coursework and collaborative projects will assist students as they begin to develop and hone their intercultural communication skills.
Finally, Global Scholars residents are encouraged to study, intern, or work abroad to reap the full rewards of the program — learning from intercultural experiences and engaging with the world.
in the East Quadrangle Dorms. These communities are designed to bring together students who have similar interests in order to allow them to interact on a more substantial level. The University of Michigan has designed all of their learning communities to be "smaller, more intimate environment[s] for the exploration of a specific field of study."http://www.housing.umich.edu/reshalls/learning-communities
The program is headed by Dr. Jennifer Young Yim who also serves as a director for the programs academic courses. The program also benefits from the support of Mrs. Nita Shah who serves as an Administrative Assistant, Mr. Robert Poulson-Houser who serves as the Resident Adviser for the students of the program and Mrs. Sandy Zalmout who serves as an Office Assistant.
The program was designed to "prepare sophomore, junior, and senior University of Michigan students to be interculturally competent global citizens, champions for meaningful change, and innovative leaders of tomorrow."http://www.lsa.umich.edu/globalscholars/ In order to fulfill this goal the program engages students in a monthly lecture series, one of two courses targeted towards intercultural communication and small group meetings.
2010-2011 Location: North Quad
Student Demographics (2009–2010)
Student Demographics (2010–2011)
Colleges (2010–2011)
Race/Ethnicity (2010–2011)
Students who initially join the program should take
1. Intergroup Dialogue (Psych/Soc/UC 122 - 2 credits) or
2. Global Understanding (UC 178 - 3 credits)
Students who continues the program after a year should take
1. Intergroup Conflict and Coexistence: Religion, Ethnicity and Culture (UC 370 - 3 credits) or
2. Training in Intergroup Dialogues (Psych 310/Soc/UC 320 - 3 credits)?
In a multicultural society, discussions about issues of conflict and community are needed to facilitate understanding between social/cultural groups. In this 2-credit intergroup dialogue course, offered both in Fall and Winter terms, students will participate in semi-structured face-to-face meetings across social identity groups 2 hours per week. Students will discuss relevant reading material and will explore group experiences in various social and institutional contexts. Participants will examine narratives and historical, psychological, and sociological materials. Students will participate in exercises that will be debriefed in class and in weekly journals. Students will learn about pertinent issues facing the participating groups on campus and in society. The goal is to create a setting in which students engage in open and constructive dialogue, learning, and exploration concerning issues of intergroup relations, conflict, and community.
2. Intergroup Dialogue
Each intergroup dialogue group is composed of 10–14 students, which includes 5–7 student participants from various identity groups, such as race, ethnicity, religion, socioeconomic class, gender, sexual orientation, or national origin. Students read basic reading articles before class and share their own materials and experiences during the class. Trained student facilitators—one from each represented identity group—encourage dialogue (rather than debate) as students explore similarities and differences within and across groups and strive toward building a multicultural and democratic community. Throughout the course, students will examine and discuss reading materials that address issues and experiences relevant to the groups in the dialogue, in relation to both the University setting and general society.
Possible Dialogue Themes Include:
• Arab/Jewish
• International & U.S.
• Chinese Diaspora and the U.S.
• Gender (in the U.S.)
• Global Gender
• Race & Ethnicity
• Sexual Orientation
• Socioeconomic Class
• Native Americans and Other U.S. Citizens
• Race & Ethnicity among Women
• Blacks and Jews
• Gender in the Asian Community
• White Racial Identity
• Multiracial Identity
• Religion
3. Journals and Intergroup Collaboration Project (ICP)
Students are also asked to write 2-page journals per week in order to help clarify their thoughts in preparation for dialogue and experiential activities. Their journals reflect serious and deep thought, and should help them engage more fully in dialogue.
Students will be assigned to a small group at mid-semester. Each group chooses and executes a project that will deepen group members’ exploration of the topic of their dialogue, and provide an opportunity to work closely in collaboration with a diverse group of classmates.
These 3-credit courses, offered both in Fall and Winter terms, make use of video conference and online chat technology to link 12-16 University of Michigan students with students at other institutions around the world. Students will be linked with two or three different partner institutions throughout the semester, and each student will be assigned a partner student at each of these institutions.
Students will be able to use the video and audio capabilities of videoconferencing to enhance their intercultural communication skills, including reading and practicing non-verbal body language, recognizing and adjusting their own verbal tones, and navigating the intricacies of written communication across cultures. In one-on-one chats, students are able to have private conversations and participate in intercultural exchange on topics of their choice while video conferencing happens in small groups and focuses on general topics such as: college life, culture and traditions, spirituality/religion/the meaning of life, and prejudices/stereotypes.
Students will collaborate with their institutional partners to write reflection assignments together using the information shared during video conference discussions, online chat, and emails exchanged outside of class. All exchanges take place in English.
2. History
Global Understanding course in the University of Michigan was inspired by Global Understanding course in East Carolina University
. Rosina Chia, the director of Global Understanding in ECU, earned her Ph.D.
in Social Psychology
from University of Michigan in 1969. She is also the first graduate student of Patricia Y. Gurin, the Nancy Cantor Distinguished University Professor Emerita of Psychology
and Women’s Studies at the University of Michigan.
Fall 2008 semester was the pilot semester of Global Understanding course in the University of Michigan. Global Understanding course in ECU offered their three partner institutions - Jammu University in India
, Istanbul University
in Turkey
, and Moscow State University
in Russia
– to the program in Michigan as temporary partner institutions. Finally, Global Understanding course became an official course in Winter 2009 semester.
3. Course description
Global Understanding course basically consists of two parts: Link session and class discussion.
Over the course of the semester there are two or three 4-week sessions with partner institutions. Current partner institutions are
- University of British Columbia
in Canada
- Seoul National University
in Republic of Korea
Potential partner institutions are
- Brno University of Technology
in Czech Republic
- University of Cape Town
in South Africa
Link session is basically composed of two types: video conference and 1:1 online chat, thirty minutes each. During video conferences, a group of students talk to students in another institution through video and audio. Students discuss daily topics such as family, religion, culture, political issues and so on under the guidance of daily student facilitator. During 1:1 online chat, students are assigned their own partner from partner institutions and they discuss daily topics more detail and personal opinions through online chat program such as Skype
, Google Talk
and Google Wave
. After 4-week session is finished, students should write reflection papers, send them to their partners through e-mail, write feedback on partners’ papers, and submit final draft to instructor.
Group Discussion is made in between link sessions over the semester. Course instructor gives basic lectures about daily topics based on reading assignments, videos, and websites. After lectures, students discuss about topics. Most students are international students or have foreign backgrounds, and they share their unique experiences and opinions. Students also have chance to introduce music they like and poems they made.
Possible Discussion Topics Include:
• Social Identities
• Intercultural Communication
• Communication Styles & Active Listening
• Stereotypes
• Power and Previliege
• Hometowns & Values
• Gender & Communication
• Love & Beauty
• Taboo Topics
• Global Labor Markets
• Multiculturalism in Education
Students also have outside classroom activities. One of the most important activities is Bibliobouts, an online game. By playing Bibliobouts students learn how to find and cite scholarly sources to write research papers in the future. Students watch foreign movies at Michigan Theater such as Orfeu Negro (Black Orpheus) and visit Innovatrium at East University.
After completing all group discussions, students compose conversation projects. Students engage two students – one U.S. students and one international students – outside of class in conversation. Students select topics they discussed in the class and have conversation with two students, either simultaneously or separately. Students should analyze similarity and difference between the conversations with two students based on the sources they find on Bibliobouts. Students should write their reflections papers and submit to instructor.
Practicum in Intergroup Dialogue Facilitation, PSYCH 311/SOC 321/UC 321, is usually taken the semester after PSYCH 310/SOC 320/UC 320 is completed.
Through the use of monthly lectures, the students of the Global Scholars program are able to increase their intercultural competency by raising awareness to global issues and social injustices. The lecture series provides students with the opportunity to learn about global issues in depth. At the duration of the lecture students are able to ask questions and engage in further discuss with a reception that follows afterwards. The reception creates a more relaxed environment for intellectual exchange between the speaker and the global scholar’s program community members.
The global scholar’s monthly lectures series is a significant component of the learning community. Not only are the students able to participate in intellectual exchange with the speakers, the lecture creates an environment for community togetherness. Students are encouraged to gather within their collaborative groups to work on collaborative group projects while enhancing their relationships with community members, increasing their intercultural competency.
The Collaborative Group Project is the final result of the students' group work. It is a student initiated and run project that may encompass any issue pertaining to themes of the GSP. Students have the opportunity to present their project a symposium at the end of the academic year. This wiki entry was a Collaborative Group Project 2010.
GSP prepares students to be interculturally competent global citizens, champions for meaningful change, and innovative leaders of tomorrow.
Students will learn about global issues from multiple cultural perspectives. Also, coursework and collaborative projects will assist students as they begin to develop and hone their intercultural communication skills.
Finally, Global Scholars residents are encouraged to study, intern, or work abroad to reap the full rewards of the program — learning from intercultural experiences and engaging with the world.
Foundation
The Global Scholars Program started off as a community of like minded individuals who got together for lectures and small group meetings at the University of Michigan. However, for the 2009-2010 academic year the program was able to become a Learning Community at the University of MichiganUniversity of Michigan
The University of Michigan is a public research university located in Ann Arbor, Michigan in the United States. It is the state's oldest university and the flagship campus of the University of Michigan...
in the East Quadrangle Dorms. These communities are designed to bring together students who have similar interests in order to allow them to interact on a more substantial level. The University of Michigan has designed all of their learning communities to be "smaller, more intimate environment[s] for the exploration of a specific field of study."http://www.housing.umich.edu/reshalls/learning-communities
The program is headed by Dr. Jennifer Young Yim who also serves as a director for the programs academic courses. The program also benefits from the support of Mrs. Nita Shah who serves as an Administrative Assistant, Mr. Robert Poulson-Houser who serves as the Resident Adviser for the students of the program and Mrs. Sandy Zalmout who serves as an Office Assistant.
The program was designed to "prepare sophomore, junior, and senior University of Michigan students to be interculturally competent global citizens, champions for meaningful change, and innovative leaders of tomorrow."http://www.lsa.umich.edu/globalscholars/ In order to fulfill this goal the program engages students in a monthly lecture series, one of two courses targeted towards intercultural communication and small group meetings.
Student body
2009-2010 Location: East Quad- 35 undergraduate students (1 RA)
2010-2011 Location: North Quad
- 67 undergraduate students (5 returning, 2 RA’s)
Student Demographics (2009–2010)
- On Applications: International 35%, U.S. 65%
- Actual: International 50%, U.S. 50%
- Gender: Women 74%, Men 26%
- Year: Sophomore 56%, Junior 32%, Senior 12%
Student Demographics (2010–2011)
- Gender: Women 58%, Men 42%
Colleges (2010–2011)
- Literature, Science, & the Arts 79%
- Engineering 12%
- Nursing 5%
- Kinesiology 2%
- Business 2%
Race/Ethnicity (2010–2011)
- Caucasian/White 27%
- Asian 24%
- African American/Black 20%
- Multi-Racial 9%
- Asian American 5%
- Arab 2%
Courses
Global Scholars Program requires students to take one of the courses below. GSP courses prepare students to address pressing global issues rergarding diplomacy and intercultural awareness. The academic course requirement is limited to one course during the academic year in order to offer flexibility in students’ schedules across a range of disciplines. Students may also consider the credits associated with each course (2 or 3 credits) with the approval of the program coordinator to best accommodate their academic needs.Students who initially join the program should take
1. Intergroup Dialogue (Psych/Soc/UC 122 - 2 credits) or
2. Global Understanding (UC 178 - 3 credits)
Students who continues the program after a year should take
1. Intergroup Conflict and Coexistence: Religion, Ethnicity and Culture (UC 370 - 3 credits) or
2. Training in Intergroup Dialogues (Psych 310/Soc/UC 320 - 3 credits)?
Intergroup Dialogue (Psych/Soc/UC 122)
1. OverviewIn a multicultural society, discussions about issues of conflict and community are needed to facilitate understanding between social/cultural groups. In this 2-credit intergroup dialogue course, offered both in Fall and Winter terms, students will participate in semi-structured face-to-face meetings across social identity groups 2 hours per week. Students will discuss relevant reading material and will explore group experiences in various social and institutional contexts. Participants will examine narratives and historical, psychological, and sociological materials. Students will participate in exercises that will be debriefed in class and in weekly journals. Students will learn about pertinent issues facing the participating groups on campus and in society. The goal is to create a setting in which students engage in open and constructive dialogue, learning, and exploration concerning issues of intergroup relations, conflict, and community.
2. Intergroup Dialogue
Each intergroup dialogue group is composed of 10–14 students, which includes 5–7 student participants from various identity groups, such as race, ethnicity, religion, socioeconomic class, gender, sexual orientation, or national origin. Students read basic reading articles before class and share their own materials and experiences during the class. Trained student facilitators—one from each represented identity group—encourage dialogue (rather than debate) as students explore similarities and differences within and across groups and strive toward building a multicultural and democratic community. Throughout the course, students will examine and discuss reading materials that address issues and experiences relevant to the groups in the dialogue, in relation to both the University setting and general society.
Possible Dialogue Themes Include:
• Arab/Jewish
• International & U.S.
• Chinese Diaspora and the U.S.
• Gender (in the U.S.)
• Global Gender
• Race & Ethnicity
• Sexual Orientation
• Socioeconomic Class
• Native Americans and Other U.S. Citizens
• Race & Ethnicity among Women
• Blacks and Jews
• Gender in the Asian Community
• White Racial Identity
• Multiracial Identity
• Religion
3. Journals and Intergroup Collaboration Project (ICP)
Students are also asked to write 2-page journals per week in order to help clarify their thoughts in preparation for dialogue and experiential activities. Their journals reflect serious and deep thought, and should help them engage more fully in dialogue.
Students will be assigned to a small group at mid-semester. Each group chooses and executes a project that will deepen group members’ exploration of the topic of their dialogue, and provide an opportunity to work closely in collaboration with a diverse group of classmates.
Global Understanding (UC 178)
1. OverviewThese 3-credit courses, offered both in Fall and Winter terms, make use of video conference and online chat technology to link 12-16 University of Michigan students with students at other institutions around the world. Students will be linked with two or three different partner institutions throughout the semester, and each student will be assigned a partner student at each of these institutions.
Students will be able to use the video and audio capabilities of videoconferencing to enhance their intercultural communication skills, including reading and practicing non-verbal body language, recognizing and adjusting their own verbal tones, and navigating the intricacies of written communication across cultures. In one-on-one chats, students are able to have private conversations and participate in intercultural exchange on topics of their choice while video conferencing happens in small groups and focuses on general topics such as: college life, culture and traditions, spirituality/religion/the meaning of life, and prejudices/stereotypes.
Students will collaborate with their institutional partners to write reflection assignments together using the information shared during video conference discussions, online chat, and emails exchanged outside of class. All exchanges take place in English.
2. History
Global Understanding course in the University of Michigan was inspired by Global Understanding course in East Carolina University
East Carolina University
East Carolina University is a public, coeducational, engaged doctoral/research university located in Greenville, North Carolina, United States. Named East Carolina University by statute and commonly known as ECU or East Carolina, the university is the largest institution of higher learning in...
. Rosina Chia, the director of Global Understanding in ECU, earned her Ph.D.
Ph.D.
A Ph.D. is a Doctor of Philosophy, an academic degree.Ph.D. may also refer to:* Ph.D. , a 1980s British group*Piled Higher and Deeper, a web comic strip*PhD: Phantasy Degree, a Korean comic series* PhD Docbook renderer, an XML renderer...
in Social Psychology
Social psychology
Social psychology is the scientific study of how people's thoughts, feelings, and behaviors are influenced by the actual, imagined, or implied presence of others. By this definition, scientific refers to the empirical method of investigation. The terms thoughts, feelings, and behaviors include all...
from University of Michigan in 1969. She is also the first graduate student of Patricia Y. Gurin, the Nancy Cantor Distinguished University Professor Emerita of Psychology
Psychology
Psychology is the study of the mind and behavior. Its immediate goal is to understand individuals and groups by both establishing general principles and researching specific cases. For many, the ultimate goal of psychology is to benefit society...
and Women’s Studies at the University of Michigan.
Fall 2008 semester was the pilot semester of Global Understanding course in the University of Michigan. Global Understanding course in ECU offered their three partner institutions - Jammu University in India
India
India , officially the Republic of India , is a country in South Asia. It is the seventh-largest country by geographical area, the second-most populous country with over 1.2 billion people, and the most populous democracy in the world...
, Istanbul University
Istanbul University
Istanbul University is a Turkish university located in Istanbul. The main campus is adjacent to Beyazıt Square.- Synopsis :A madrasa, a religious school, was established sometime in the 15th century after the Ottoman conquest of Constantinople. An institution of higher education named the...
in Turkey
Turkey
Turkey , known officially as the Republic of Turkey , is a Eurasian country located in Western Asia and in East Thrace in Southeastern Europe...
, and Moscow State University
Moscow State University
Lomonosov Moscow State University , previously known as Lomonosov University or MSU , is the largest university in Russia. Founded in 1755, it also claims to be one of the oldest university in Russia and to have the tallest educational building in the world. Its current rector is Viktor Sadovnichiy...
in Russia
Russia
Russia or , officially known as both Russia and the Russian Federation , is a country in northern Eurasia. It is a federal semi-presidential republic, comprising 83 federal subjects...
– to the program in Michigan as temporary partner institutions. Finally, Global Understanding course became an official course in Winter 2009 semester.
3. Course description
Global Understanding course basically consists of two parts: Link session and class discussion.
- Link Session
Over the course of the semester there are two or three 4-week sessions with partner institutions. Current partner institutions are
- University of British Columbia
University of British Columbia
The University of British Columbia is a public research university. UBC’s two main campuses are situated in Vancouver and in Kelowna in the Okanagan Valley...
in Canada
Canada
Canada is a North American country consisting of ten provinces and three territories. Located in the northern part of the continent, it extends from the Atlantic Ocean in the east to the Pacific Ocean in the west, and northward into the Arctic Ocean...
- Seoul National University
Seoul National University
Seoul National University , colloquially known in Korean as Seoul-dae , is a national research university in Seoul, Korea, ranked 24th in the world in publications in an analysis of data from the Science Citation Index, 7th in Asia and 42nd in the world by the 2011 QS World University Rankings...
in Republic of Korea
Korea
Korea ) is an East Asian geographic region that is currently divided into two separate sovereign states — North Korea and South Korea. Located on the Korean Peninsula, Korea is bordered by the People's Republic of China to the northwest, Russia to the northeast, and is separated from Japan to the...
Potential partner institutions are
- Brno University of Technology
Brno University of Technology
Brno University of Technology is a university located in Brno, Czech Republic...
in Czech Republic
Czech Republic
The Czech Republic is a landlocked country in Central Europe. The country is bordered by Poland to the northeast, Slovakia to the east, Austria to the south, and Germany to the west and northwest....
- University of Cape Town
University of Cape Town
The University of Cape Town is a public research university located in Cape Town in the Western Cape province of South Africa. UCT was founded in 1829 as the South African College, and is the oldest university in South Africa and the second oldest extant university in Africa.-History:The roots of...
in South Africa
South Africa
The Republic of South Africa is a country in southern Africa. Located at the southern tip of Africa, it is divided into nine provinces, with of coastline on the Atlantic and Indian oceans...
Link session is basically composed of two types: video conference and 1:1 online chat, thirty minutes each. During video conferences, a group of students talk to students in another institution through video and audio. Students discuss daily topics such as family, religion, culture, political issues and so on under the guidance of daily student facilitator. During 1:1 online chat, students are assigned their own partner from partner institutions and they discuss daily topics more detail and personal opinions through online chat program such as Skype
Skype
Skype is a software application that allows users to make voice and video calls and chat over the Internet. Calls to other users within the Skype service are free, while calls to both traditional landline telephones and mobile phones can be made for a fee using a debit-based user account system...
, Google Talk
Google Talk
Google Talk is a freeware voice over Internet protocol client application offered by Google Inc. The first beta version of the program was released on August 24, 2005...
and Google Wave
Google Wave
Apache Wave is a software framework for real-time collaborative editing online. Google Inc. originally developed it as Google Wave.It was announced at the Google I/O conference on May 27, 2009....
. After 4-week session is finished, students should write reflection papers, send them to their partners through e-mail, write feedback on partners’ papers, and submit final draft to instructor.
- Group Discussion
Group Discussion is made in between link sessions over the semester. Course instructor gives basic lectures about daily topics based on reading assignments, videos, and websites. After lectures, students discuss about topics. Most students are international students or have foreign backgrounds, and they share their unique experiences and opinions. Students also have chance to introduce music they like and poems they made.
Possible Discussion Topics Include:
• Social Identities
• Intercultural Communication
• Communication Styles & Active Listening
• Stereotypes
• Power and Previliege
• Hometowns & Values
• Gender & Communication
• Love & Beauty
• Taboo Topics
• Global Labor Markets
• Multiculturalism in Education
Students also have outside classroom activities. One of the most important activities is Bibliobouts, an online game. By playing Bibliobouts students learn how to find and cite scholarly sources to write research papers in the future. Students watch foreign movies at Michigan Theater such as Orfeu Negro (Black Orpheus) and visit Innovatrium at East University.
After completing all group discussions, students compose conversation projects. Students engage two students – one U.S. students and one international students – outside of class in conversation. Students select topics they discussed in the class and have conversation with two students, either simultaneously or separately. Students should analyze similarity and difference between the conversations with two students based on the sources they find on Bibliobouts. Students should write their reflections papers and submit to instructor.
Intergroup Conflict and Coexistence: Religion, Ethnicity and Culture
This course is an inherent part of human nature, individual relationships and thus society. There are, however, important, successful and often underreported examples of coexistence between groups that historically have been in conflict. This course will examine examples of social conflict based on religion, ethnicity and culture, and examine interdisciplinary theories that help to understand the nature of such conflict (i.e., social identity, limited resources, psychological, neurological, communication, and anthropology). We will review current coalition building, and coexistence work among various religious, ethic and cultural groups, as well as in higher education, community programs and NGOs (i.e., Oasis of Peace, Slifka Program, UN Difficult Dialogues, Peace Studies Program, etc.). conflict as a constructive tools for social change will be examined, with an eye towards increasing capacity for coexistence.Training in Intergroup Dialogues
This course should be completed by the end of the junior year, and must be completed by the first semester of the senior year.Practicum in Intergroup Dialogue Facilitation, PSYCH 311/SOC 321/UC 321, is usually taken the semester after PSYCH 310/SOC 320/UC 320 is completed.
Lectures
As the world becomes increasingly global, it is evident that world citizens develop intercultural competency. Along with academic excellence, the Global Scholars Program achieves this by incorporating a monthly lecture series which focuses on global issues around the world.Through the use of monthly lectures, the students of the Global Scholars program are able to increase their intercultural competency by raising awareness to global issues and social injustices. The lecture series provides students with the opportunity to learn about global issues in depth. At the duration of the lecture students are able to ask questions and engage in further discuss with a reception that follows afterwards. The reception creates a more relaxed environment for intellectual exchange between the speaker and the global scholar’s program community members.
The global scholar’s monthly lectures series is a significant component of the learning community. Not only are the students able to participate in intellectual exchange with the speakers, the lecture creates an environment for community togetherness. Students are encouraged to gather within their collaborative groups to work on collaborative group projects while enhancing their relationships with community members, increasing their intercultural competency.
Topics of the 2009/2010 lecture series
- Ethnomusicology, Dr. Lester Monts
- Banking on the "Unbankable": Microfinance, Entrepreneurship & Access as Development, Rollin Johnson Jr.
- Crisis with an Origin: Zimbabwe, Mambo G. Mupepi, PhD
- Global Issues: Women's Health, Timothy R.B. Johnson, M.D.
- OneVoice: Palestinian and Israeli Youth Leaders, representatives of the OneVoice MovementOneVoice MovementOneVoice is a non profit organization and citizen activism movement working in Israel and the Palestinian territories to achieve a two-state solution through non-violent means...
from Israel and Palestine - Human Rights in Intercountry Adoption, Jini L. Roby and Linh Song
- Global Feminisms Project and Undergraduate Research, Desdamona Rios, Michelle Hampton, Danielle Shapiro
- Caste and Gender Under Globalization, Dr. Anand Teltumbe
Field Trips
Throughout the year, the Global Scholars Program, encourages its students to get out of their comfort zones and explore global issues and multicultural communities in Michigan. Here are examples of trips that have been held:- Michigan Hayride
- Charles H. Wright Museum of African American HistoryCharles H. Wright Museum of African American HistoryThe Charles H. Wright Museum of African American History is located in the Cultural Center of the U.S. city of Detroit, Michigan. Founded in 1965, it holds the world's largest permanent exhibit on African American culture. In 1997, it moved into a 120,000 square foot facility on Warren Avenue...
in Detroit - Arab American National MuseumArab American National MuseumThe Arab American National Museum , which opened in 2005, is the first museum in the world devoted to Arab American history and culture. Located in Dearborn, Michigan, the Museum seeks to dispel misconceptions about Arab Americans and other minorities....
in Dearborn - Ann Arbor Zen Buddhist Temple
Group Work
Group work is an essential part of the Global Scholars Program experience. Students are teamed up in groups of 4 or 5 in order to discuss GSP lectures and work on a Collaborative Group Project. Lecture discussions are useful both as further reflection on the topic and to get to know other GSP students and their respective culture. The latter is the core experience of GSP group work as the small, intimate, international group setting enables students to express opinions about culturally sensitive topics freely and fosters mutual understanding.The Collaborative Group Project is the final result of the students' group work. It is a student initiated and run project that may encompass any issue pertaining to themes of the GSP. Students have the opportunity to present their project a symposium at the end of the academic year. This wiki entry was a Collaborative Group Project 2010.
See also
- Residential College, University of Michigan, Ann Arbor
- The University of Michigan
- Ann Arbor
External links
- Global Scholars Website at The University of Michigan's College of Literature, Science, and the Arts: http://www.lsa.umich.edu/globalscholars/