Team: Edmund Fong, Ethnic Studies and Political Science; Elizabeth Archuleta, Ethnic
Race and Ethnicity in Global Contexts: Transforming Ethnic Studies
The Division of Ethnic Studies in the newly founded School for Cultural and Social Transformation has initiated a multi-phase process to (re)envision a curriculum that emphasizes comparative approaches to student learning by challenging undergraduates to think through global perspectives, global flows, and global systems in relation to the U.S. ES believes a strong global component in our curriculum that emphasizes awareness, critical analysis, and engagement with complex and interdependent global systems and their legacies will equip students to be agents and leaders of change in the US and abroad. We also envision an approach to global student learning that is shaped by ES expertise in US race and ethnicity, since encounters with the global can be found in the U.S. on a daily basis. By providing two faculty course releases over the 2017-2018 AY, this grant will enable the formation of a global curriculum working group and a global learning “track” within Ethnic Studies.
Team: Lisa Henry Benham, Architecture; Jonathan Mills, Multi-disciplinary Design; Adam DeChant, Architecture
Transcending Borders: Embedding Global Citizenship within Architecture & Design Curricula
Integrated into a re-imagination of our undergraduate and graduate curricula, the School of Architecture and the Multi-disciplinary Design Program strive to embed the teaching and practice of global citizenship and global learning in our academic programs. We propose to create a working group of faculty, students, staff, and local practitioners, supported by a graduate assistant, to develop relevant programming and research. The working group will develop a database of existing and potential faculty global research and academic relationships and assess student interest in international opportunities for study and professional internships and related financial concerns. The working group also will develop workshops addressing issues such as defining global citizenship, global learning programs, financial concerns, and local opportunities for international engagement. These activities will result in opportunities for learning and working abroad, attracting international students, and international faculty research, as well as course development and series of curricular modules with global content.
Team: Adrian Bell and Brian Codding, Anthropology
Expanding and Integrating Global Learning in Anthropology
The objective of this project is to formally integrate global learning outcomes into the Department of Anthropology’s curricula and to expand and formalize opportunities for global learning in Anthropology. Three approaches successfully meet this goal: 1) align current course offerings, 2) expand and formalize learning abroad opportunities, 3) develop an undergraduate emphasis in Global Anthropology. To complete these tasks, we will hire and mentor an advanced graduate student and a senior undergraduate student as research assistants to coordinate with faculty and students to organize offerings and assess demands. The final product will include revised syllabi incorporating global learning outcomes, a new proposal for an emphasis in Global Anthropology, and a series of poster presentations designed to promote the new global learning courses, emphasis, and learning abroad opportunities.
Team: Susanna Cohen, Amy Cutting, and Catherine Hatch Schultz; Nursing
Bridging Gaps in Global Learning and Leadership
The long-term goal of this project is to develop a mechanism for guiding University faculty and students in the process of moving from global citizens to global leaders. This funding will begin this process through a comprehensive needs assessment (curricular, stakeholders and partnerships), the development and piloting of a “Global Facilitation” training program. The assessment will identify strengths and areas for improvement in the CON curricula and determine the role the CON can play in bridging global learning gaps in global education. Findings will be presented to CON curriculum, IPE, and Global Health committees. The facilitator training will address an identified interdisciplinary learning gap for students who seek to implement global initiatives in various disciplines. It will equip global learners with knowledge, experiential learning and mentorship to collaborate effectively with individuals and teams in global settings, and will include both preparation for- and debriefing after- global learning experiences.
Team: Megan Bryant, Mark Button, and Courtney McBeth
University of Utah Reading Clinic in the College of Education (UURC) & The Hinckley Institute
Our GLAD grant is essential to integrating global learning values into the College of Education’s clinical practica for elementary and special education majors. We want to infuse our clinical practica with activities that promote Global Self-Awareness, Understanding of Global Systems, and, Understanding- Appreciation of Cultural Diversity, and we believe that by explicating comparisons and contrasts between US and Third World reading instruction within those practica, U of U education majors will be better prepared to meet the needs of diverse student populations wherever they go. Our GLAD team will travel to Botswana, Africa to build on pilot collaboration with Stepping Stones International (SSI), a non-governmental, non-profit organization. SSI is embedded in the local culture and does transformative work with orphaned and vulnerable Batswana youth. U of U students interested in African studies, social work, international affairs, psychology, non-profit organization, and, of course, teacher education, will have a sustainable and respected in-country partner to contribute to those in need through internships and also improve their own skill sets. In addition to working with SSI staff, our team will meet with Batswana government and higher education officials who have already expressed interest in formally adopting the UURC’s instructional models for reading and teacher education.
Team: Brett Clark, and Jennifer Shah
Global Learning Integration in the Environmental and Sustainability Studies Program
The objective of this project is to broadly integrate global learning into the ENVST Program curricula. Two approaches successfully meet this goal. The first approach is to re-structure the existing learning abroad program, thereby creating a course curriculum that is more integrated with the campus-based curricula and lowering the cost to make this travel opportunity available to more students. The second approach is to integrate global learning objectives into three of the core courses within the ENVST Program. Students will be exposed to global sustainability challenges, as well as innovative solutions to these challenges used in diverse regions of the world. An assessment of global learning also will be incorporated into the ENVST Program curricula that will be used to gauge the change from the start of the curricula to its completion in student global self-awareness, understanding of global systems affecting sustainability, and the importance of personal and social responsibility within the global sustainability movement. Methods used to develop this assessment will be based on Program faculty expertise and knowledge gained at the Global Learning Conference.
Team: Martine Kei Green-Rogers, and Brenda Van Der Wiel
Scenofest: A Global Examination of Theatre Design
We will be using financial support from the GLAD grant to develop a new course offering in the Department of Theatre entitled “Design on the Global Stage.” This course will serve two functions within the Department of Theatre curriculum: to expose students to current and emerging practices in design for live events from around the globe, and to further integrate dramaturgy into the overall design curriculum. This course will also be appropriate to any student interested in the study of design for live events as part of their General Education requirements. The manner in which the students can interact with theatre design in this class can be either practical or theoretical and can come from numerous lenses such as (but are not limited to): lighting, set design, sound, costume design, projections, and/or arts management. The goal of the course is to challenge students to question and expand their aesthetic sensibilities and limitations outside of an American paradigm. An embedded travel component of the course will take students to global exhibitions of stage design such as the Prague Quadrennial and Scenofest every two years, and to rotating locations around the globe with a performing arts environment with design aesthetics that students are unlikely to have been previously exposed to. Parallel with the goal of challenging and expanding aesthetic boundaries, this course will also integrate dramaturgy into the course work, to assist students in establishing a cultural context for different approaches to visual story telling.
Team: IIsabel Dulfano, Jane Hacking, Christine Jones, Eric Laursen, Erin O'Connell, and Fernando Rubio
Aligning International Studies Learning Outcomes w/the U's Core Values
Team: Douglas Schmucker, Joshua Lenart, Mike Barber, and Pedro Romero
Pathway to Global Outcomes in Civil and Environmental
Team: Kathryn Grace, Shane MacFarlan, James Vanderslice, Ken Jameson, and Diego Fernandez
Mining Impacts: Andean Nation Development of Environmental/Economic SolutionsFull proposal