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: 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: 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: Aster Tecle, College of Social Work; Robert Kagabo, Dept. of Family and Preventative Medicine
Global Learning Communities: Developing Social Work Curriculum for the Global Context
The unsettled global context and the increasingly diverse local community requires that social work education develop innovative programs that will adequately prepare students to practice across diverse communities and complex socio-political settings. Due to geographic, cultural, and socio economic divides, students are often insufficiently exposed to the global context. The applicants propose to review and enrich the BSW core required curriculum to meet International social work standards and the Intercultural Knowledge and Competence Value Rubric. Methods for creating a more inclusive curriculum are program wide and multi-level, including: a curriculum audit, integration of global content, faculty and field instructor workshops, and the development of assessment strategies to establish the degree to which students are realizing global contexts, knowledge and skills. The BSW program is delivered face-to-face and online.
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
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