Global Learning Across The Disciplines (GLAD) Grant
Pre-proposal due by: Friday, February 19, 2021
The Global Learning Across the Disciplines (GLAD) Grants are awarded to faculty undertaking curriculum revision projects that integrate global learning into individual courses and/or across entire programs of study. A GLAD grant provides funding up to $2,500 for individual faculty who plan to revise one or more courses or develop a new course and up to $10,000 for faculty teams who plan to revise an entire program of study to integrate global learning outcomes, activities, and assessment. For the latter, teams must be composed of a minimum of three faculty members from one department or can be a multi-disciplinary team, if the program of study is interdisciplinary. The grant funding is intended to support faculty development focused on global learning (attending conferences, inviting a workshop presenter, etc.), can be used for faculty summer stipends to work on the curriculum revision and other activities that will result in sustainable curriculum change.
The project must include:
- developing global and intercultural learning outcomes for a course or program of study
- designing learning activities and course content that will allow students to demonstrate the outcomes
- establishing an assessment process to determine whether students are achieving the outcomes
The funding may be used to develop collaborative online international learning (COIL)/virtual exchange courses. Information on COIL/virtual exchange can be found here.
At the University of Utah, we define Global Learning as:
Global Learning is a process focused on students applying their diverse perspectives to collaboratively analyze and address complex issues, in local and global communities, that transcend borders. The goal is to prepare students to engage with and effectively contribute to addressing the grand challenges facing humanity and the planet that must be solved via worldwide collaboration.
The University has identified the following general global learning outcomes that can be adapted in any academic discipline and for any course:
- Develop Knowledge and Understanding: Students gain awareness and knowledge of local, global, international, and intercultural issues, the connections between them, and the multiple viewpoints around these issues.
- Shift Perspectives: Students experience a shift in their personal perspectives, empathy, and understanding of their own identity as they collaborate with others to investigate and address issues pertaining to cultural complexities, environmental sustainability, geopolitical interdependence, inequities, and other topics with local and global implications.
- Actively Engage: Students apply their understanding of our interconnected world, their diverse perspectives, and their expanded awareness of self to collaboratively engage with others to address community needs and contribute to developing equitable and sustainable solutions.
Therefore, the goal of the GLAD grants is not simply adding international content, but rather to add learning outcomes and design class activities that allow students to demonstrate these outcomes.
Global Learning Across the Disciplines (GLAD) Grant Guidelines
The Office for Global Engagement (OGE) has two calls for GLAD grant proposals; once in the fall and once in the spring semesters. The grant funding is designed to integrate global and intercultural learning (Global Learning, to keep it short) in our curriculum campus-wide and proposals should focus on:
- Initiating a course syllabus or curriculum revision process to define global learning outcomes for a course or academic program
- Designing learning activities and course content that will allow students to demonstrate the outcomes
- Developing an assessment process to determine whether students are achieving the outcomes
Global Learning is focused on curriculum rather than learning abroad experiences; however, in the case of a curriculum revision of a program of study, an integrated learning abroad experience can be part of the project supported by a GLAD grant.
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 and intercultural 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 to effectively collaborate with others from diverse backgrounds and a wide range of perspectives, to step beyond their comfort zones and challenge long-held assumptions, and to successfully engage in local to global challenges facing humanity and our shared environment.
GLAD gives faculty complete control of transforming individual courses and the curriculum to assure that students develop global and intercultural competency to apply in their academic experience, future careers, and personal lives.
The following principles of global learning have been articulated for the University of Utah:
Resources and Faculty Development Opportunities at the U Focused on Global Learning:
Previous GLAD grant recipients are listed on this website and are available to discuss their projects and proposals.
Individual faculty who intend to revise courses they teach may apply as well as faculty teams (from the same department or multidisciplinary) who intend to integrate global learning in the curriculum for an entire program of study. In the latter case, a team should be composed of a minimum of three faculty members with at least two who are tenured or in a tenure-track position. Teams may include professional staff members in a department or program in a capacity that directly supports the proposed project such as academic advisors or curriculum specialists. Individual faculty members applying can be non-tenure track, but must demonstrate, in their proposal, that the course revision will be sustainable and have a long-term impact at the U.
Call for Proposals:
The initial call each semester requests pre-proposals. Pre-proposals will be reviewed and if selected, those who submitted them will be invited to submit full proposals.
- Cover page including title of project, team member names (indicate PI), department(s), and contact information
- One-page outline of the project, including how the course/curriculum revision will be sustainable and impact a significant number or all students in your program, and why funding is needed to undertake the revision)
- General Information
- Project Summary (150 word limit)
- Narrative (1,000 word limit)
- Need and rationale
- Plan and time-line
- Expected outcomes, long-term educational impact for students, and describe how the project will be sustained
- Budget (should be a detailed and provide information about sources for rates/quotes) *
- Curriculum vitae of PI (3 pages maximum)
- Letter of support from PI’s department chair
* A note regarding the budget: Faculty are strongly encouraged to consider sending at least one team member to the annual AAC&U Global Learning conference, held in mid-October.
For more information, see the following: https://www.aacu.org/events or contact OGE.
Preproposals must be submitted as a Word Document and sent to the GLAD liaison Matthew Stevens at email@example.com
Full proposal (if preproposal approved) application form and submission can be found on the GLAD grant home page.
Faculty who receive a GLAD grant must submit a final report to the Office for Global Engagement at the completion of the project. Use the final report from available on our website to explain how the funds were spent if goals were met.
Please Note Regarding the Budget:
Funding requested should directly support the development of expertise and/or curriculum revision and may be used for the following: professional development of the team members regarding global learning (conferences, travel to visit colleagues at other institutions who have integrated global learning outcomes in their programs, inviting speakers/workshop facilitators to campus, etc.), summer stipends for faculty to work on the curriculum revision, meetings of the faculty to implement the project, or hiring a graduate assistant to conduct research for the project. For other requests, the selection committee will review the items and make a decision on a case-by-case basis. Funding may not be used for temporary activities that will not lead to the sustainable development of the project, such as supporting students or faculty as part of a learning abroad program or support for faculty travel not directly related to the project.
Samples of pre-proposals and full proposals may be requested
Samples of pre-proposals and full proposals may be requested
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 Sabine Klahr in OGE at firstname.lastname@example.org
If your preproposal is selected, you will be notified to complete step II. Download and prepare the application form. After completing the application form, return to this page and complete the following fields:
Grant Applicant Contact Information:
Following the completion of a funded GLAD grant, a follow-up report must be submitted.
For any questions or more information, please contact Dr. Sabine C. Klahr, Associate Chief Global Officer, Office for Global Engagement, at email@example.com or 801-587-8888.
Team: Dr. Deanna Kepka, Dr. Debra Penney, Dr. Sara Hart, Dr. Jennifer Macali, Dr. Romany Redman, Dr. Reena Tam, Dr. Paige Tomes, Dr. Pamela Carpenter
Improving Health Providers’ Cultural and Linguistic Proficiency
Health professionals often experience challenges in communication with patients, families, and the healthcare team. Differences in language, culture, and profession may impede clear and effective communication. Health professionals increasingly care for patients with Limited English Proficiency (LEP). Approximately 8.5% percent of the U.S. population are classified as LEP. We aim to lessen the educational gap that exists between health professionals’ communication skills and populations with LEP. We strive to improve these communication skills while promoting interprofessional team-based collaboration for individuals and families with LEP. Strengthening communication skills will benefit both patients in the LEP community and interprofessional health teams. We will develop interactive mandatory student/trainee learning modules to improve communication and cultural understanding in partnership with faculty and staff in the College of Nursing, Pediatrics, and Internal Medicine. Students/trainees will also apply learned skills by working with an interpreter and receiving feedback on how they can improve their LEP communication skills.
Team: Dr. Hokulani K. Aikau, Dr. Adrian Viliami Bell, Dr. Maile Arvin, Dr. Angela L. Robinson, Dr. Matt Basso
Pasifika Indigeneity and Diaspora: The Global at Home and Abroad
The Pacific Islands Studies program has submitted a proposal to create an Interdisciplinary Certificate in Pacific Island Studies. While we have secured funding to develop the proposal, we are seeking additional funding to support the expansion of course offerings for the certificate. The Certificate is designed around integrative and global learning and will contribute to global learning on campus by hosting two events. The first is a one-day curriculum symposium featuring interdisciplinary Pacific Studies scholars and artists who will offer pedagogical examples of how to integrate Pacific content into courses at the U. The second is to develop new teaching resources for faculty and instructors teaching Pacific studies by hosting a half day workshop to develop an open-access iBook for the series Teaching Oceania focused on Indigeneity in the Diaspora.
Team: Dr. Annie Isabel Fukushima, Dr. Alborz Ghandehari; Ethnic Studies
Race and Ethnicity in Global Contexts II: Ethnic Studies “Global Learning without a Passport"
With the assistance of a recent GLAD grant, the Ethnic Studies Division is evaluating and re-designing its learning abroad course offerings and their related student learning outcomes. This continuance grant will support the re-design of three courses identified to align with the General Education Bachelor Degree International Requirement (IR) through Collaborative Online International Learning (COIL) methods. COIL methods can facilitate “global learning without a passport,” particularly when travel abroad is burdensome, costly, and/or prohibited for faculty and students alike (e.g. family responsibilities, socioeconomic disadvantage, and/or residency status). The GLAD grant will support faculty in three specific ways: firstly, faculty will develop COIL methods in their curriculum by participating at the October 2019 International Virtual Exchange Conference (IVEC); secondly, faculty will implement COIL activities in their courses; and thirdly, as a means to garner broader student interest, a student project showcase will occur at the end of spring 2020.
Team: Amber Christensen, Karen Marsh-Schaeffer, Melissa Mendelson, Vicky Wason, Scott Jarvis; Linguistics
Implementing Global Learning Outcomes into a TESOL Certificate Program
The purpose of this grant proposal is to initiate a curriculum revision process for four of the required courses for the undergraduate TESOL Certificate in the Department of Linguistics—Ling 3220 World Englishes (IR), Ling 3600 Intercultural Communication (DV), Ling 5810 Second Language (L2) Methodology, and Ling 5813 Second Language (L2) Practicum. The curriculum revision process includes two foci: (1) to align components within the course (i.e.,the course content, learning activities, and assessments) with global learning outcomes and (2) to create assessments to determine whether students are achieving the global learning outcomes. To support the team members involved in this endeavor, the GLAD grant also includes funding for faculty to participate in three different professional development (PD) activities over the 15-month cycle of the grant. The PD targets three global learning activities:(1) the AAC&U Global Learning Conference, (2) the Summer or Winter Institutes for Intercultural Communication, and (3) the UU Global Engagement Retreat at the Taft-Nicholson Center.
Team: Andi Witczak, BobbiJo Kanter; Bennion Center
Expanding Assessments to Enhance Community Engagement and Global Learning Across the Disciplines at the University of Utah
In alignment with the University of Utah’s strategic goal of engaging communities to enhance health and quality of life, the Bennion Center introduced a new assessment protocol in the 2016-2017 academic year. The aim is to measure student learning and community impact through community engaged programs and courses across campus. The civic competencies measured by our assessment align well with the global learning outcomes. We are confident that GLAD grant funding will allow us to expand this assessment and create a sustainable assessment process to measure more civic and global learning outcomes across campus. This assessment will be piloted in five community engaged learning (CEL) courses. Evntually we hope to assess all 250 CEL courses across campus and disciplines.
Team: Theresa Martinez, Marcel Parent, Lazarus Adua, Megan Reynolds; Dept. Sociology
Making the Global Explicit - Systematically incorporating Global Learning in the Sociology Core Curriculum
The Sociology Department seeks to enhance its undergraduate course offerings to get students more interested in and exposed to global issues. The endeavor centers around three objectives: ensuring, at minimum, that one or more sections of all required classes in the program include learning outcomes on global issues; revitalizing the department’s existing globalization classes to make them more relevant and attractive to students; and offering training and other resources to equip and encourage faculty and instructors to include globalization-related topics and learning outcomes in all courses offered in the department. This will make it more likely that sociology majors and others taking sociology classes will get exposed to the sociological perspective on globalization, which transcends the conventional emphasis on global economic integration. The impacts of this envisaged revitalization will not be limited to sociology majors, given that the department’s course offerings attract a wide cross-section of students from across the university.
Team: Benjamin Cohen, Julie Ault, Shawna Kim, Maile Arvin, Ryan Moran, Hugh Cagle, Wesley Sasaki-Uemura; Dept. History
Global Track in History
The Department of History intends to establish a Global Track in its curriculum This track would include survey courses, 2000 level courses, and upper division courses all geared to Global themes. It would also incorporate Online courses for the introductory surveys and the 2000 level courses. The aim will be to equip students with a global understanding of major themes from empires to gender. The Global approach breaks with the nation/regional orientation of History courses and presents students with an alternate way of viewing the past and understanding the present. Migration, for instance, placed in a global framework shows that countries such as Argentina and Canada received proportionately more migrants than the USA; or that as many people migrated in Asia and across the Pacific as in the Atlantic world. Thus, the Global approach dramatically revises one’s grasp of migration.
Team: Kim Korinek, Sociology/Asia Center (AC); Nathan Devir, World Languages and Cultures/MEC
Infusing Area Studies Content Across the University
We propose a cross-campus initiative, coordinated by the Asia Center (AC), the Center for Latin American Studies (CLAS), and the Middle East Center (MEC), that promotes the meaningful inclusion of Asian, Latin American, and Middle Eastern area studies content into existing courses taught by University of Utah faculty. Our plan is to act as strategic distributors of GLAD grant resources to incentivize faculty to add international areas studies content to existing classes, with an emphasis on courses that meet GenEd designations or are taught on a regular basis. While many GLAD grants to date have focused their efforts on enhancing global learning in a single college or a department, we seek to leverage the extensive faculty networks of our three centers (over 200 faculty) to strengthen the internationalization of curriculum across the entire university.
Team: Jim VanDerslice, T.P. Singh, Sharon Talboys, Family and Preventive Medicine; Steve Manortey, Public Health Family and Preventive Medicine
Water, Sanitation and Hygiene (WASH) Academy
We propose developing an innovative educational experience to provide both undergraduate and graduate students the opportunity to learn in classroom and field settings the multidisciplinary fundamentals regarding Water, Sanitation and Hygiene (WASH) problems and solutions; join with Ghanaian WASH practitioners for a week-long field training and discourse; and apply the knowledge and skills on an applied WASH project as part of our Ghana Learning Abroad program.
This program leverages our developing campus at the Ensign College of Public Health in Kpong, Ghana, over ten years of experience conducting Learning Abroad in Ghana, and a group of faculty with diverse expertise in the public health, engineering, economic, behavioral and community aspects of WASH in LMICs. This experience would be formalized as a Graduate Certificate in WASH Sciences open to any graduate student. However, graduate and undergraduate students could elect to participate in any part(s) of the program without pursuing the Certificate.
Team: Edmund Fong, Ethnic Studies and Political Science; Elizabeth Archuleta, Ethnic Studies
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 Solutions