The Global Ambassador Program serves the Buncombe and neighboring counties by connecting UNC Asheville students with local community members and area schools as a free public service. Student Program presenters use their international knowledge, experiences and talents to engage pupils in interactive learning experiences designed to be grade-appropriate and to complement textbook and classroom instruction.
Student deadline to apply to be a Global Ambassador for Fall: Last working day of August
Student deadline to apply to be a Global Ambassador for Spring: Last working day of January
How to Become a Global Ambassador
- Last working day of August: Global Ambassador application due for Fall Semester
- Last working day of January: Global Ambassador application due for Spring Semester
Thank you for the interest in bringing a global perspective to local learning. We select presenters who are self-motivated to share their international experiences with school children. In exchange, we appreciate your cooperation and commitment to work within the established guidelines.
- Presentations will be scheduled directly between you and the requestor, ideally a few weeks ahead of time.
- If a teacher expresses interest in the program, or in a presentation you offer, refer him or her to the website to complete a request form before you confirm the date.
- Presenters are encouraged to present to as many classes as practical (combined or separate) on each school visit.
- Presenters must attend and complete an informational training session within the first semester of their involvement in the program and have their presentation approved by our staff.
- All email contacts/phone calls should be returned within 24 hours.
Presenters who began last year can start presentations as early as September.
- Last working day of August: Global Ambassador application due
- Early September: Training time and location TBD
- Mid September: Optional Review/Approval of student presentations
- September through November: Students make presentations
- End of Nov: Mandatory meeting/celebration for presenters
Presenters who began Fall semester can start presentations as early as January
- Last working day in January: Global Ambassador application due
- Early February: Training time and location TBD
- Mid February: Optional Review/Approval of student presentations
- February through April: Students make presentations
- End of April: Mandatory meeting/celebration for presenters
Study Abroad in partnership with the Center for Diversity Education are seeking Global Ambassadors for the 2017-18 Academic Year. This is a voluntary position focused on preparing all North Carolina students to become more informed members of our global community.
-- Talk positively about your study abroad/international experience to people whenever you can.
-- Attend a training (mandatory) and have your presentation reviewed (optional).
-- Attend an end of semester meeting.
-- Make presentations to K-12 students, and (optional) campus audiences including residence halls, serve on Study Abroad orientation panels, student organizations, the annual Study Abroad Fair, selected classes, special events, etc.
-- Other duties as assigned or as suggested by you!
-- Previous participation in a study abroad program, current international student at UNCA or have experience living overseas.
-- A positive attitude, enthusiasm for study abroad, and a willingness to share your international experience with interested students.
-- Ability to use oral and written communication effectively and creatively.
Please complete the Global Ambassador Application form in the forms section below.
Essential Standards Summary
North Carolina Curriculum- Essential Standards
Summary of Grade Level social studies topics as they relate to Culture and Diversity
(Road Shows that apply will be listed in parenthesis after each description)
GA indicates GLOBAL AMBASSADORS would fit with curriculum.
GRADES: Summary of course material
K-2: Exploring aspects of self, others, families and communities across the world in developmentally responsive ways. Comparing family traditions enable students to accept and appreciate their pluralistic society and acquire a sense of purpose regarding their role and the role of other citizens within the community and world. They examine why certain events and people are celebrated through national holidays. (ALL) GA
Third: Develop more sophisticated understandings of how communities may be linked to form larger political units, and how there are cultural, geographic, and economic connections. Understand people's activities are influenced not only by their geographic location, but also by how they use the earth's materials, the physical environment, and how they express their diversity through culture. Students will recognize that Americans are comprised of people who have diverse ethnic origins and traditions who all contribute to American life. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, historic, environmental and economic factors that help bind communities together through both time and space. (ALL) GA
Fourth: North Carolina, its ethnic diversity, its rich culture. (Thanksgiving, Cherokee, Festivals of Light)
Fifth: Study of United States history with American Indian groups indigenous to the United States before the arrival of European settlers and conclude with the Civil War and Reconstruction period. Students expand their knowledge of human systems as they understand push/ pull factors of migration and immigration and their influence on culture in the United States. (Thanksgiving, Cherokee, Christmas in England) GA
Sixth: Students will understand the emergence, expansion, and decline of civilizations and societies from the beginning of human existence to the Age of Exploration (17th century). Students will look at the history and culture of various world regions including the development of economic, political and social systems. As students examine the various factors that shaped the development of civilizations, societies, and regions in the ancient world, they will examine both similarities and differences among these areas. A conscious effort should be made to integrate various civilizations, societies, and regions from every continent (Africa, Asia, Europe and the Americas). (Sukkot, Festivals, Chinese New Year) GA
Seventh: Students will study the world from the Age of Exploration to contemporary times in order to understand the implications of increased global interactions. This course will guide students through patterns of change and continuity with a focus on conflict and cooperation, economic development, population shifts, political thought and organization, cultural values and beliefs and the impact of environment over time. (ALL, WNC Goes Global) GA
Eighth: Students will begin with a review of the major ideas and events preceding the foundation of North Carolina and the United States. The main focus of the course will be the critical events, personalities, issues, and developments in the state and nation from the Revolutionary Era to contemporary times. Inherent in this study is an analysis of the relationship of geography, events and people to the political, economic, technological, and cultural developments that shaped our existence in North Carolina and the United States over time. (Thanksgiving, Cherokee, Festivals of Light) GA
American History 1: focus on European Exploration through Reconstruction (Thanksgiving, Cherokee, Festivals of Light) GA
American History 2: focus on political, economic, social and cultural development of the United States from the end of the Reconstruction era to present (Festivals of Light) GA
World History: focus Mid 15th Century to Present (Loy Krathong, Yam Festival, Pongal, Festivals of Light, Good Fortune) GA
The Cold War (Xmas/NY Russia)
World Humanities (ALL) GA
20th Century Civil Liberties/Civil Rights (Chanukah, Ramadan, Kwanzaa, Posadas, Moravian )
21st Century Global Geography (WNC Goes Global) GA
Global Ambassador Resources
- Complete a Pre-Presentation form and return it to Cara (email@example.com) or bring it by the Study Abroad Office after you confirm presentation time/date.
- Introduction (name, culture & how you experienced it, relationship to UNC Asheville, (ex: what you study, extracurricular activities, etc.).
- Introduce the culture: Where is it experienced? Include a map of where it is in the world. How long does it take to travel there?
- At least one media file on each slide. Reduce the amount of text to a minimum and use photos, music, internet resources, & film clips to discuss your culture. Personal pictures are the best! Make it appealing: Fonts, Color, Background, Animation!
- Include at least one activity per 15 minutes. Remember the maximum of a kid’s attention span (check your handbook): get them moving, talking, singing, or making something. Or have your whole presentation based around an activity!
- In relation to specific requests, consider the following: is it age appropriate, can you incorporate what the teacher is teaching or what the Standard Course of Study requires?
- Think about timing. Is your presentation long enough? Short enough? It is always better to have some material up there at the end than standing up there with nothing left to say!
- Let the teacher know what kind of materials you may need: technology equipment, etc. For special cultural items give Deborah Miles at least 2 weeks notice as many times these need to be reserved through the Center for Diversity Education – and we would love for you to use this resource!
- Information to be left (a copy of your presentation, additional evaluation form & a way for students and the teacher to continue correspondence with you).