Global Engagement > Global DePaul > Global Conversations

Global Conversations

​​​​​​​​​​
Global Conversations Illustration

Global Conversations sessions are 90-minute lively Zoom synchronous sessions in which students from several international partner institutions interact in a guided, facilitated manner on a list of global topics. In these sessions, DePaul faculty members have partnered with faculty from our international partner universities from countries including Brazil, India, Japan, Mexico, Nigeria, Australia, the UK and more.  These dynamic sessions have cultivated intercultural, meaningful discussions on how global issues affect various academic disciplines and industries, such as psychology, public health, business and more. 

Global Conversations Round 9

Save the Date! ​​​

The next round of Global Conversations will be held April 28-May 8, 2025.  

Since March 2020, DePaul, in collaboration with over 230 faculty facilitators from 60 international institutions, has conducted several rounds of Global Conversations hosting over 3,600 students from 6 continents. The Global Conversations have been dynamic and engaging sessions where students found similarities with others all over the world, and learned more about the differences in experiences regarding global issues. Registration ​information for students will be posted here in March 2025.

​Faculty​​ Facilitators​​​

Propose a session to engage students in discussion!

Propose a session

Before completing the form, please consider the following information and expectations, and please submit one proposal on behalf of the whole team.

​​Global Conversations deta​ils:

  • Global Conversation sessions are 90-minute lively Zoom synchronous sessions in which students from several international partner institutions interact in a guided, facilitated manner on a list of global topics. 
  • The session is designed for student dialogue and international connection, NOT as a faculty lecture. Faculty prepare a short introduction, possibly a very brief presentation, and guiding discussion questions. 
  • Sessions are co-facilitated by faculty members from various participating international institutions. Faculty teams are often most manageable when they are composed of 2-4 members. Faculty members can form their own international teams if they already have partners, or they can request to be matched with an international/DePaul partner(s).
  • The Global Engagement Team at DePaul will take care of the logistics of the sessions, coordinating the registration, and providing an in-room assistant that will help manage the Zoom room.​

Faculty teams ex​pectations:

  • Commit to b​ring at least 7 students per faculty to participate in the session. Faculty may feel free to incorporate the sessions as part of their current syllabi as they see fit, but this is not an expectation or a requirement.
  • Have one DePaul faculty member be the convener of the group, calling the team together.  
  • Commit to conduct at least one synchronous planning meeting in advance of the session, ensuring that the team finalizes the structure of the sessions and the discussion questions that will guide students' participation in advance of the actual session. 
  • Ensure that the sessions open with a short introduction of the topic, and give ample time for student interaction. Consider: How will you prioritize student engagement and to let them be owners of the conversation?
  • Be flexible and adaptable during the planning stages and during the synchronous session.
  • Share their feedback with DePaul's Global Engagement team by completing a short survey after all sessions conclude.​

Proposals will be prioritized based on:

  • Clear descriptions of how student interaction will be the primary focus of the session;
  • International teams established with a DePaul faculty member;
  • Details of how you will promote and encourage student attendance;
  • Clear learning outcomes with inclusion of at least one learning outcome addressing how students will build intercultural competencies (such as those outlined by Dr. Darla K. Deardorff’s Intercultural Competence Model). 
  • Clear inclusion of one or more of the United Nations’ Sus​tainable Development Goals in the discussion. 
Sessions conducted bilingually are welcome and encouraged, as long as all faculty facilitators are bilingual in the chosen languages.​​


​

​Here's what students have said: 

  • "I am very interested in dialoguing with others across differences to work together to improve the future of our global family."

  • "I wanted to hear different perspectives from people worldwide on this topic and how we can come up with solutions together as a society."

  • "It was really interesting to listen to different perspectives on what culture means to different people, but at the same time being able to generally agree on the value of cultural diversity, especially ."

  • “[I will remember] the openness of the discussions we held. I felt everyone was able to speak their mind, judgment free, and could be heard. Lots of great opinions were shared, and I think that is for the benefit of everyone.”

For a list of former Global Conversations conducted, please click here.  For any questions, please email Emily Kraus.  

Thank you to our partner institutions:


Amsterdam University of Applied Sciences (The Netherlands)
 Pontifícia Universidade Católica do Paraná (Brazil)
Ateneo de Manila University (Philippines)
 Radboud University (The Netherlands)
Australian Catholic University (Australia)
 Shanghai International Studies University (China) 
Baroda University (India)
 Soka University (Japan)
Bilkent University (Turkey)
 St. John's University (USA)
Brandeis University (USA)
 Symbiosis International University (India)
Catholic Institute of West Africa (Nigeria)
 Tecnológico de Monterrey (Mexico)
Caucasus International University (Georgia)
 The Open University (The UK)
Centro Paula Souza (Brazil)
 Tianjin Normal University (China)
Centro Universitário Christus (Brazil)
 Ukrainian Catholic University (Ukraine)
Douglas College (Canada)
 UNESP
EADA Business School (Spain)
 Universidad Adolfo Ibañez (Chile)
Edward Bernays University College (Croatia)
 Universidad Católica de Salta (Argentina)
Faculdade de Tecnologia de Indaiatuba (FATEC) (Brazil)
 Universidad CEU Cardenal Herrera (Spain)
Fudan University (China)
 Universidad de Buenos Aires (Argentina)
Fundação Armando Alvares Penteado (Brazil)
 Universidad de Deusto (Spain)
Hampton University (USA)
 Universidad de Monterrey (Mexico)
Higher Colleges of Technology (UAE)
 Universidad ICESI (Colombia)
Huaqiao University (China)
 Universidad Nacional de Córdoba (Argentina)
Instituto Brasileiro de Ensino, Desenvolvimento e Pesquisa (Brazil)
 Universidade Estadual Paulista (UNESP) (Brazil)
IPAG Business School (France)
 Universidade Federal de Uberlândia (Brazil)
Iscte - Instituto Universitário de Lisboa (Portugal)
 Universitat Politècnica de València (Spain)
Jomo Kenyatta University of Agriculture & Technology (Kenya)
 Universität Zu Göttingen (Germany)
Kansai University (Japan)
 University of Calabar (Nigeria)
Kaohsiung Medical University (Taiwan)
 University of Dubrovnik (Croatia)
Keele University (UK) 
 University of Minnesota (USA)
Loughborough University (The UK)
 University of Stirling (The UK)
Makerere University (Uganda)
 University of Utah (USA)
Morgan State University (USA)
 University of Uyo (Nigeria)
National Kaohsiung Normal University (Taiwan)
 University of Valencia (Spain)
Notre Dame Seishin University (Japan)
 Weifang University (China)
Nottingham Trent University (The UK)



​