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Global Learning Across The Disciplines (GLAD) Grant

Pre-Proposal Submission Deadline: October 7, 2017

Pre-Proposal Submission Deadline: February 2, 2018

The Office for Global Engagement (OGE) is requesting pre-proposals outlining projects to integrate global learning into the curriculum. Pre-proposals will be selected for submission of a full proposal. The GLAD grant provides funding up to $10,000 for teams composed of a minimum of three faculty members from one department or interdisciplinary teams from different departments or colleges to enhance global learning as part of the Global Learning Across the Disciplines (GLAD) initiative at the University of Utah.  For the purpose of this initiative, global learning is defined “as the knowledge, skills, and attitudes students acquire through a variety of experiences that enable them to understand world cultures and events; analyze global systems; appreciate cultural differences; and apply this knowledge and appreciation to their lives as citizens and workers” (*Olson, Green and Hill, 2006).   

The University of Utah strives to institutionalize global learning campus-wide. The grant funding is intended to initiate a curriculum revision process to define global learning outcomes for an academic program, design learning activities and course content that will allow students to demonstrate the outcomes, and develop an assessment process to determine whether students are achieving the outcomes. Activities may include an integrated learning abroad experience, but this experience should impact most students in the program and tied to global content woven into courses taught on our campus.


  1. Prepare a one-page outline of the project and on a separate page indicate your and your team’s names, titles, and department as well as your contact information.
  2. Send the pre-proposal via e-mail attachment to Natalie Lam in OGE at

Two grant awards are available each semester. If your pre-proposal is selected for full proposal submission, you will be notified of the deadline and instructions. Sabine Klahr, Acting Chief Global Officer, will work with your team to provide consultation. If your proposal is funded, OGE requires a final report after one year of implementation and expects grant recipients to participate on the GLAD Grant selection committee in future semesters, consult on future projects, and from time-to-time present the process, outcomes, and lessons learned to the campus community.


GLAD seeks to assist U faculty in equipping students with the skills, knowledge and dispositions to understand, negotiate, and succeed in a globalized world. The intent is to provide opportunities for students to have multiple, substantive and intentional encounters to gain global awareness, understand global issues from a variety of perspectives, and actively engage in addressing global challenges and topics throughout their academic experience. Global learning prepares students for global citizenship upon graduation. Students will understand the global dimensions of their respective disciplines in the core courses of their program, related co-curricular activities, and participation in learning abroad (study, research, internships) which are fully integrated into the curriculum. They will have opportunities for cross-cultural learning through the study of languages, structured student activities that focus on interaction with international students and community members, residency in an international living and learning environment, and learning abroad opportunities that may involve volunteering, cultural studies, and other short-term and intensive international experiences.

GLAD gives faculty complete control of transforming the curriculum to assure that students have appropriate global learning experiences, but expects pre-proposals to align with the following parameters:

  • Global learning outcomes will be developed for the respective academic program which will guide curricular revision, the design of (a) new course(s), and the design of academic experiences abroad.
  • The project may involve the development of a sustainable learning abroad experience that is integrated into a major, development of new courses, and/or the re-design of the curriculum for a particular major.
  • Global learning outcomes will be connected to the General Education curriculum (for General Education Learning Outcomes see: and the Global Citizenship Block U (for more information see: as well as the co-curriculum to further global learning. If there are IR designated courses taught in the respective academic program, these could serve as a foundation to the curriculum review and defining additional global learning outcomes.
  • Student learning will be regularly assessed to determine the effectiveness of the academic experiences in achieving the desired global learning outcomes.

A number of resources to develop global learning outcomes are available. The two AAC&U VALUE Rubrics for Global Learning and for Intercultural Knowledge and Competence are useful for starting the process of defining outcomes and developing assessment criteria. You can find the rubrics at these links:

Global Learning Rubric (PDF)

Intercultural Knowledge and Competence Rubric (PDF)

Other rubrics from AAC&U addressing a wide range of themes across the liberal arts curriculum are also available which are not necessarily focused on global learning but may align with global learning outcomes for particular academic programs or courses. These rubrics can be accessed on the AAC&U website:

Previous GLAD grant recipients are available to discuss their projects and proposals.

At the University of Utah, the following underlying principles of global learning have been articulated:

  • Universal: available to all students and not limited to a few
  • Inclusive: addresses and includes all forms of diversity and leverages students’ diverse backgrounds and experiences
  • Focused on improving student learning and demonstrating defined learning outcomes
  • Transformative: leading to a re-evaluation of students’ assumptions and actions which result in new ways of thinking and doing
  • Shifting the emphasis from curriculum content to student learning
  • Providing students experience with, rather than exposure to, difference and an understanding of the interrelatedness of human experience
  • Collaborative: New knowledge is developed through the exchange and discussion of ideas, perspectives, experiences, etc. to address complex problems
  • Focused on examining one’s own beliefs, values, and assumptions
  • Breaking down disciplinary boundaries requiring expertise from various disciplines to address real world problems
  • Allowing students to see themselves as agents of change who can work with others to positively shape present circumstances
  • Providing students with multiple opportunities to gain global competence throughout their education

*Olson, C. L., Green, M. F., & Hill, B. A. (2006). A handbook for advancing comprehensive internationalization: What institutions can do and what students should learn. Washington, DC: American Council on Education.

For any questions or more information, please contact Dr. Sabine C. Klahr, Acting Chief Global Officer, Office for Global Engagement, at or 801-587-8888.

Last Updated: 8/28/17