Global House living-learning community brings cultures together

Eight students from France, Korea, India, and Colombia congregate in Akanksha Bajaj’s room. Their discussion centers on the issues between India and Pakistan and between North and South Korea. But after a while, the conversation drifts from politics to apparel.

“We started talking about how, at one point in Korea, miniskirts weren’t allowed,” Bajaj says. “That escalated to discussing what clothing is acceptable for men and women in different cultures.”

Chats like this are not unusual in Global House, one of UConn’s living/learning communities.

Located on the fifth and sixth floors of McMahon Residence Hall, it brings together students from the United States interested in learning about global society and other cultures, and international students attending UConn.

The community opened this semester.

Establishing a global living/learning community was one of the recommendations of a task force created by Provost Peter Nicholls to develop strategies to help UConn students develop a global outlook.

“Our students need to know about the rest of the world, ” says Morty Ortega, an associate professor of natural resources management and engineering who is director of Global House.

“You can send students across the ocean or across the borders, but not everyone is willing to go or can afford it. You can preach and you can teach, but there is nothing that will replace the direct relationship with another person.”

Veronica Makowsky, vice provost for undergraduate education and regional campus administration, says, “Global House is an important step toward UConn’s goal of a network of learning communities. UConn is a large university, but through learning communities – some with and some without a residential component – we can make the University individualized, supportive, and engaging.”

Activities offered at Global House include international films, music events, lectures, and trips, many of which take place on the weekends. The academic component consists of a one-credit course taught by Ortega and Mark Oliver, a graduate student from Australia who is working on his doctorate in educational psychology.

“We want to teach students what global awareness is,” Ortega says.

Students recently gave short presentations on a country of their choice. They have also discussed gender issues with a staff member from the women’s center.

There are plans to examine other global issues, such as access to health care systems in the U.S. compared to other countries.

Oliver and Ortega also want to support students who are new to the college experience.

“In addition to the academics, we’re also conscious that about 50 of the students are freshmen and we want to support them,” Oliver says.

“So we integrate student success strategies, such as stress management and time management skills, as well as orientation to the campus.”