The Office for Global Engagement (OGE) is requesting pre-proposals for the GLAD grant
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 and, therefore, curricular
revision focused on integrating global learning should align with the university’s
goal: “Enhance Student Success to Transform Lives”.
- 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.
- Send the pre-proposal via e-mail attachment to Natalie Lam in OGE at firstname.lastname@example.org
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, Associate 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 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: http://ugs.utah.edu/gen-ed-reqs/outcomes.php) and the Global Citizenship Block U (for more information see: http://ugs.utah.edu/blocku/citizenship.php) 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: https://www.aacu.org/value-rubrics
Previous GLAD grant recipients are available to discuss their projects and proposals.
Please contact Sabine Klahr, Associate Chief Global Officer, at email@example.com regarding contact information for previous grantees, additional resources, and advice.
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
*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.